90 de 10 a*1~eeA tgec gwe4r 7t(C4wa40i k 0 1 0 0 0" %poor 4v -P Rammool Z~e~hemr e 7 eapt ' 44&~Sfrmde4 1979  I I "1) I A Copyright Q Ernest N. McCarus 1974 Revised Edition. 1978. Reprinted: Sept. 1979~ Dec. 1983. All rights reserved. No part of this book may be reproduced in any form without permission of the authors. ISBN 0-916798-07-0 INTRODUCTION A Course in Levantine Arabic was first prepared in 1974 and then revised in 1978. The revised edition includes a few additions, corrections and reorganization of some of the materials, particularly the glossaries of the last five units. The present revision, like the first edition, is designed for college students and business and government employees who intend to use Levantine Arabic for travel, business or government service. Although the dialect taught here can be used and clearly understood in Beirut and Damascus, it represents basically the Palestinian dialect as spoken in Jerusalem. We must stress here that the dialect taught is not pure Jerusalem dialect, and reflects recent borrowings from both rural Palestinian dialects and literary Arabic. For this reason, alternative pronunciation of some words and expressions are provided where necessary. The book does not presuppose any prior knowledge of Arabic. To that end the authors have devised a transcription system to represent the Arabic material. A key to the transcription system used in the book is provided on pages 246-47. This course is based on a blend of techniques and principles of the direct and audiolingual methods as well as the modern cognitive schools. The basic elements of the dialect taught are thus presented in a very systematic and precise manner, accompanied with illustrative examples and sufficient practice. Recognizing the importance of the recurrence factor in foreign-language teaching, the authors included in each lesson a number of exercises mainly to reinforce and review the sounds, vocabulary and grammar already taught. The book contains thirty lessons including a wide variety of dialogue topics, grammatical explanations and exercises. A typical lesson contains (a) a basic text dealing with an everyday situation, (b) vocabulary based on the basic text and additional vocabulary related to it (vocabulary and cultural notes are added in this section, where necessary), (c) pronuncia- tion dealing with phonetic descriptions of unfamiliar sounds, followed by listening and imitation drills, as appropriate, (d) grammatical explana- tions relating to the new structural points of each lesson, (e) general drills to provide sufficient practice in the use of vocabulary items and grammar learned in each lesson as well as the previous lessons, (f) conver- sations dealing with various topics needed for daily communication, (g) review drill(s) based on the basic text and/or grammatical features to reinforce vocabulary and grammar, and (h) occasional listening comprehension selections utilizing familiar vocabulary in a new context. The first 25 lessons provide a wealth of drills, conversations and review materials which give the teacher a good range from which to select the materials. The last five units differ from the preceding lessons in that (1) two alternative tracks are provided for their basic texts and conversations, the first being the continued use of transcription and the second being Arabic script, and (2) an English translation is provided for new vocabulary items first in the left margins of each text and then in a separate section at the end of the text. The first track is available for the benefit of iii those students who already know the Arabic script. It provides practice in reading colloquial materials using Arabic script. Those students who wish to learn the Arabic script are referred to A Programmed Course in Modern Literary Arabic Phonology and Script (Ernest McCarus and Raji Rammuny) or Introduction to Modern Standard Arabic Pronunciation and Writing (Peter Abboud et al.), or any standard reference grammar of Modern Standard Arabic. The authors have made a special effort to include in these last five units cultural phrases needed by the student which have not yet been introduced. The book also contains (a) an Arabic-English glossary with transcrip- tion and (b) a list of common cultural and useful phrases used in the book, arranged according to the order of the lessons. In addition, tapes contain- ing the basic texts, vocabulary, pronunciation drills, selections included in the listening comprehension section and conversations are available. The materials are recorded first at normal speed and then with intervals to enable the student to listen to each item or phrase and then repeat it. Native speakers from Jerusalem are used in order to give authentic pronun- ciation of the materials recorded. ACKNOWLEDGMENTS The authors wish to thank all those who have helped in preparing the final manuscript. We are indebted to the College of Literature and Sciences of the University of Michigan for its generous help in the typing of the original edition; to the University of Michigan Center for Near Eastern and North African Studies and to its then Director, Dr. Kenneth A. Luther, for encouragement and moral support; to all colleagues and students who used the mimeographed form of the materials, and particularly to Professor Frederic Cadora, Ms. Nora Kalliel and Ms. Nuzha Abdel-Majid for their helpful comments and suggestions; to Dr. Nabih Alem, who did the Arabic cover page; and Ms. Kathyanne Piselli, who typed the final draft. iv ABBREVIATIONS and SYMBOLS C coll. conj. Ex. e.g. f. foil. imperf. lit. Lit.Ab. m. n. consonant collective conjunction example for example feminine following imperfect literally Literary Arabic masculine noun perf. pl. prep. S. S.O. s.th,. subj. S1 S2 S3 T V perfect plural preposition singular someone something subjunctive first student second student third student teacher vowel denotes incompleteness; between words indicates no break in phonation with verbs: separates perfect and imperfect; with other words indicates alternate forms stress mark (written over vowels) encloses phonemic transcription of Arabic items encloses plurals; indicates additional explanatory information  CONTENTS Introduction ....... ................... Acknowledgements ...... ................. Abbreviations and Symbols. ................ LESSON 1 A. Text. yuusif wnediime "Yousif and Nadima". B. Vocabulary ........ . . . . . . . . . . .. C. Pronunciation 1. Consonants . . . ................ 2. Vowels ...... .................. 3. Stress ...... .................. D. Grammar 1. The Equational Sentence. ............ 2. Gender in Nouns and Pronouns . . . . . . . 3. Interrogatives .................. 4. The Particle of Address /y/ ......... E. General Drills ...................... PAGE . . . . . . . . iiiv ... . . . v V . 1 . 2 . 3 . 3 . 5 . 6 . 6 . 6 . 7 . 7 2 A. Text. miin haade? "Who Is This?" B. Vocabulary ................. C. Pronunciation Double Consonants. . ......... D. Grammar 1. The Definite Article ....... 2. Demonstrative Pronouns . ... E. General Drills . . . .......... F. Conversations. .............. G. Review .................... 3 A. Text. MeRHebe "Hello!" ...... B. Vocabulary ................. Vocabulary Note: /le?/ and /le?e/ C. Pronunciation 1. Stress ................. 2. /r/ and /R/. ............. 3. /h/ and /H/. ............ 4. Clusters ............... D. Grammar 1. Demonstrative Construction . . 2. Questions. . . ........... 3. Suffixed Pronouns. ........ 4. Gender Agreement ......... F. Conversation ............... G. Review ..................... ~8 ~9 . . . . . . . . . . . . . . . 8 . . . . . . . . . . . . . . . 8 . . . . . . . . . . . . . . . 9 S10 11 11 . . . . . . . . . . . . . . .12 . . . . . . . . . . . . . . .13 .14 .15 .15 .16 .16 .17 .18 .19 .19 .20 .21 .22 .23 vi LESSON 4 A. Text. fi -lmadrese "At School"......... B. Vocabulary .. ........................ C. Pronunciation 1. The consonants /k/ and /x/ ......... 2. The Helping Vowel /-i-i and Consonant Clusters D. Grammar 1. The Personal Pronouns................... 2. Suffixed Pronouns..................... 3. /?il1u/ 'he has' ....................... E. General Drills............................... F. Conversation ............................... Go Review ..o.o.o.o.o........................... PAGE .24 .25 .25 .27 .28 .28 .28 .29 .30 .30 5 A. Text. Teel t-i-l imhandis Ta~bbaas "The Family of Engineer Abbas" .31 B. Vocabulary. ................. Vocabulary Notes: 1.0/?indu/ 'he has'. 2. /kbiir/ 'big, old' ................ C. Pronunciation 1. The consonant /T/......0a,00- 04. 2. Elision of /i/ and /u/ ...........a D. Gramma r 1. Masculine and Feminine of Adjectives 2. The Definite Article. ....... 3. Noun-Adjective Phrases. ....... 4. The Noun Construct............ 5. The Feminine Marker Plus Suffixes. 6. Counting Nouns...................0 E. General Drills..................... F. Conversations..................... G. Review......................... LZ A Tov,+ hkc nx/-~1 n w iii mnP D f wpacn I ; v ; ................................31 ...............................32 ...............................32 .32 *. 34 .34 .35 .36 .36 .37 *.37 *.38 .39 .40 ;; n ri ftn;; r " L) M t:A L . L1=11 idy id0 wY UII' LJUYt UW t=I I LUJ I s aa UII U IIUI B . Vocabulary............ ...... Vocabul ary Notes: 1. /1 T@Rabi/ 'the Arabic language 2. /?GywGI and /n@Tam/ . .............. 0 0 C. Pronunciation I/T/ and /I/.................................... Do, G ramma r 1. The Interrogatives /?aem/, /?Gyy/ and /feen/.0 2. Perfect Tense of the Verb. .. ........ E. General Drills ......................... F. Conversations. .. .. ................ Go Review ..o......................................0 A. Text. William fi moSiR "William in Egypt".......- B. Vocabulary............ ...... Vocabulary Note...................... C. Pronunciation 1. Voicing...................... 2. /S/ and /s/................... Do Gramar 1. Perfect Tense Verb- Plurals......... 2. Nisba Adjectives.................. 3. Agreement: Human Plurals and Duals.. .... .41 .42 .42 .43 7 ..............................43 . . . . . . . . . . . . . . . . . .44 ..............................44 ..............................45 ..............................47 ...............................47 e..............................49 ..............................50 ..............................51 ..............................51 ..............................52 ..............................53 ..............................54 ..............................55 vii LESSON 7 D. E. F. G. 8 A. B. C. D. E. F. G. 9 A. B. C. D. E. F. G. 10 A. B. C. D. E. F. G. H. Grammar 4. /tTaRRefne eale/ 'we met' ......... 5. Interlocking Constructs .. ........ 6. Adverbs. .... .................. General Drills ..... ............... Conversations. .... ................ Listening Comprehension. ............. Text. fi lubnaan "In Lebanon" ........ Vocabulary ...... ................. Vocabulary Notes: 1. /hedaak/ and /hediik/ 2. /TuuL-ilwe?t/ 'all the time' ....... 3. /sihru sehre/................. Pronunciation /T/, /D/, and /L/ ........ Grammar 1. Suffixed Pronouns: Third Person ... 2. Suffixed Pronouns after Vowels ...... 3. Suffixed Pronouns and Prepositions . . . 4. Perfect Tense: Third Person ........ 5. Perfect Tense and Subject. .......... 6. /taani yoom/ 'the next day' ........ General Drills . . . ............... Conversations. ..................... Listening Comprehension. ... .......... Text. Haflit-i-sti?baal "A Reception".. Vocabulary ........................ Vocabulary Note: /?eel/ and / u/ ....... Pronunciation: None .............. Grammar 1. Direct Object of the Verb. .......... 2. Indirect Object of the Verb ........ 3. /Hayaa/ 'life' . . . ............. General Drills . . . ............... Conversation ...................... Review ........................... PAGE .55 .56 .56 .57 .58 .59 .60 .61 .62 .62 .62 .62 'that'. .64 .65 .65 .65 .67 .68 .69 .70 .71 .72 .73 .73 .74 .74 .74 .75 .75 .77 .77 .78 .79 .80 .80 .81 .81 .81 .82 .83 .84 .84 .86 .86 .86 Text. fi Tammaan "In Amman" ....... Vocabulary ..... ............ Vocabulary Notes: 1. /xeer-i-NgaaLLa?/ 2. /min f@DLak/, /tf@DDeL/, and /baLLe/ 3. /?eele/ and /?ehil/ 'family' . .. Pronunciation /y/ and /x/ ......... Grammar 1. Active Participles .... ...... 2. Lengthening of Final Vowel ..... 3. The Imperative Form of the Verb... 4. /?ejatu/ 'he received' ......... General Drills .................. Conversation .................... Review questions based on text ....... Listening Comprehension. ........... 'please' viii LESSON PAGE 11 A. Text. Jack fi-lqaahiRe "Jack in Cairo". ............... .88 B. Vocabulary . . . . . . . . . . ........................ 89 Vocabulary Notes: 1. /HdagS/ 'eleven' ..... .......... 90 2. /minnu/ 'from him' and /Tannu/ 'about him'. ........... .90 C. Pronunciation /q/ and /k/. ..... .................. .90 D. Grammar: The Subjunctive Fonrm of the Verb. ............. .91 E. General Drills. ... ...... ......................... 93 F. Conversation. ........ .......................... .96 G. Review questions based on basic text. ... .............. .96 H. Listening Comprehension. ........................... .96 12 A. Text. niyyaalhum "Good for Them!" .... .............. .98 B. Vocabulary. ......... ........................... .99 Vocabulary Notes: 1. The Use of /?eLLa ysellmak/. ........100 2. Tellinq time. ................................ .100 3. /telaate/ vs. /talat/ .... ....................101 C. Grammar 1. /biddhum/ 'they want' ...........................101 2. The Subjunctive Form. ...........................102 3. Uses of the Subjunctive ...... .................. 103 4. Plurals of Nouns. ........ ......................103 The Feminine Sound Plural /-aat/. ...................104 5. /telet ?eThur/ vs. /telet-tuThur/ 'three months' ...... .105 D. General Drills. ....... ......................... 105 E. Conversation. ......... ..........................107 F. Review questions based on text. ........................107 13 A. Text. finjaan ?ahwe TeRabi "A Cup of Arabic Coffee" ......108 B. Vocabulary. .... ...........................110 Vocabulary Note: /tgRRefne/ and /geRReftuuna/ ..........111 C. Grammar 1. Non-Agreement of Adjectives ..... .................111 2. /fig/ 'there is not, there are not' .... ............111 3. /fig Lindi/ 'I don't have'... . . . .................111 4. /?ekam sene ?ilek.../ 'how long have you been...?' ... .112 5. /btiTjibni/ 'I like it' . . . . . . . . . ........ .112 6. The Indicative Form of the Verb ...................112 7. The Uses of the Indicative. . ..................113 8. /laa?e - bilaa?i/ 'to find' .... ................114 D. General Drills . . . . . . ..........................115 E. Review. ........... ............................117 F. Listening Comprehension ........ ................. .117 14 A. Text. Seff-i-leRabi "The Arabic Class" ................119 B. Vocabulary. ........ ........................... .120 C. Pronunciation 1. Shortening of Unstressed Long Vowels. ... ............ .121 2. Replacement of Long Vowels before Two Consonants by Short Vowels. ........ ........................121 D. Grammar 1. Indicative Mood: Plural Forms. ... ............... ..122 Summary of Indicative Inflections ..... .............123 ix LESSON 14 D. E. F. G. H. PAGE Gramma r 2. "Count to Ten!" ................. 3. Counting Objects: 1-20. ........... 4. Negative of Verbs. ............ . . . 5. Verb Conjugations: Four-Consonant Stems General Drills ..................... Conversation ....................... Review questions based on text .......... Listening Comprehension. .............. 123 124 125 125 130 132 133 133 134 135 136 15 A. Text. fi-ssuu? "At the Market" ... ........... B. Vocabulary ........ ...................... Cultural Note: Titles of Respect. ............ C. Pronunciation 1. /Z/ and /z/. ....... ................... 2. The Helping-vowel /-i-/. ................. D. Grammar 1. Collective Nouns ...... ................. 2. The Invariable Adjectives /TaaZe/ 'fresh' and /kti 'much' ....... ...................... 3. /?aaxir siTir/ 'the last price' ............ 4. /telaate kiilo/ 'three kilos'. ............. 5. /-iyyaa-/: Sign of the Pronoun Direct Object.. 6. The Negative /mi / 'not' .... .............. 7. Three-Consonant Stems ... . ............... E. General Drills ............................ F. Conversations. .............................. G. Review .................................. . . . 136 . . . 136 ir/ . S. . 137 S. . 140 . . . 140 . . . 140 S . . 140 S. . 141 S. . 141 . . . 144 . . . 146 S. . 147 16 A. B. C. D. E. F. G. Text. ?ebu saami "Abu Sami" ... Vocabulary .................. Cultural Note. ................ Pronunciation: The Definite Article Grammar 1. /bidd-/ 'going to' ........ 2. The /Haal/ Construction ..... 3. Topic - Comment. ........... 4. Perfect Tense Negation . . ... 5. Conditional Sentences: /?ize/ . 6. Defective Verbs. . ......... General Drills ... ........... Conversations. ... ............ Review ...................... /1-I. 148 149 150 150 150 151 151 151 152 153 153 156 157 158 159 160 160 161 161 162 17 A. Text. fi suu? l-Hemidiyye "At Al-Hamidiyya Bazaar" B. Vocabulary .............................. Vocabulary Note: Weather expressions with /dinye/ . C. Grammar 1. Haal: The Circumstantial Clause ........... 2. Relative Clauses ..... ................ 3. /li?ennu/ 'because'. ... ............... D. General Drills ........................... LESSON 17 E. F. 18 A. B. C. D. E. F. 19 A. B. C. D. E. F. 20 A. B. C. D. E. F. G. 21 A. B. C. D. E. F. 22 A. B. C. Conversations............................... Review ................................... Text. fi l-?uds "In Jerusalem" ............... Vocabulary ................................. Grammar 1. Verbs: Past Progressive and Past Habitual .... 2. Defective Verbs: /bi?i - bib?e/ 'to remain' . . . 3. Doubled Verbs..... ................. 4. /b@TTi/ 'he gives' and /biTjib/ 'it pleases', Form 5. /baaxud/ 'I take' and /baakul/ 'I eat' ....... 6. /?aja - baaji/ 'to come' .... .............. 7. Broken Plurals: /maktuub/-/makaatiib/ ....... General Drills ....... ..................... Conversations. ...... ...................... Review ........ ........................ PAGE . . . 165 . . . 166 . . . 168 . . . 169 IV. . 170 . 170 a 171 S172 . 172 S172 . 173 . 173 S175 S176 Text. MeTT@aM l-?erz "The Cedars Restaurant". Vocabulary ...... .................. Grammar 1. The Relative Pronoun /?illi/ 'who' . .. 2. Definite Relative Clauses .. ........ General Drills ..... ................ Conversations. .... ................. Review ....... ..................... Text. gGRaaj ?abu TuMeR "Abu Omar's Garage". Vocabulary ...... .................. Vocabulary Note: /Hawaali/ and /te?riiban/. Grammar 1. /SaaR/ 'to become' .... ............ 2. Indefinite Relative Clauses ......... 3. Passive Verbs . . . ............... General Drills .... . . ................ Conversations... . . .................. Review . . . . . ..................... Text. juHe w-?eMiiSu "Juha and His Shirt". Vocabulary .... .................. Grammar 1. /SaaHib ?ilu/ 'a friend of his' ....... 2. /9u maalhe uxthe?/ 'What's the matter with 3. Active Participle. ................. .... ........ 178 .... ........ 179 .. ........180 . . .. ........ 181 .. ........ 182 . . .. ........ 186 .... ........ 187 a 189 . 190 & 191 . 191 . 192 S192 S193 . 195 S196 .... ........ 199 .... ........ 200 .... ........ 200 her sister?'. . 201 aa.. . .. ........ 201 4. /law/ 'if it were that': condition contrary to fact . . General Drills ................................ Conversations. ........ ........................ Review .......... ........................... Text. beydaad w-dijla "Baghdad and the Tigris" ... . Vocabulary ........ .......................... Grammar: Elatives ....... ..................... . 204 . 205 a 207 . 208 . 210 . 211 S212 xi LESSON 22 D. E. F. 23 A. B. C. D. E. F. G. 24 A. B. C. D. E. General Drills . . . . . . ................. Conversations. ...... .................. Review .............................. Text. ?emoaal w-?eqwaal "Proverbs and Sayings" Vocabulary ............................ Pronunciation /0/ . . . . . ................ Grammar 1. Conditional Sentences. ............... 2. /haade huwwe l-kelb/ 'This is the dog.'.. 3. toob l-Heriir/ 'the silk dress' ....... General Drills ..... ................. Conversations . . . . . . . . . . . . . . . . . . Review ...... ..................... PAGE 215 218 219 Text. l-Hubb D-Daayi? "Lost Love". . Vocabulary.. . . . ............... General Drills ................. Conversations ... . .............. Review ...... ................. 221 222 223 223 224 225 225 228 229 230 231 232 235 236 238 240 241 241 243 244 25 A. Text. fi-lBooSTe "At the Post B. C. D. E. F. Vocabulary .............. Grammar: Negative Commands. General Drills .......... Conversations .......... Review ................ Office". ... . a .0 . 0. . 4. . .41. . . . Levantine Arabic in Arabic Script. 26 A. Text. m?aabele me? l-mudiir . Vocabulary . . . .......... B. Grammar: /?aa?id/ as the sign C. Conversations 1. meyuul ktiir ........ Vocabulary ......... 2. SeDii?i Henry ........ Vocabulary .......... 3. mii~aad me? l-mudiir . . . Vocabulary .......... 4. l-meTTem l-?umewi ..... Vocabulary .......... D. Translation. ............ . . . . . 246 . . . . . 249 . . . . . 251 . . . . . 252 of the progressive. 252 252 253 253 253 254 254 254 254 26 A. Text. m?aabele me? l-mudiir (Arabic script) B. Conversations (Arabic script) 1. meayuul ktiir ... . .............. 2. SeDii?i Henry. .................. 3. miiSaad me? l-mudiir ............. 4. l-meTTem l-?umewi. ............... . . . . . . . . . 256 . . . . . . . . . 258 . . . . . . . . . 259 . .... . . . . . 259 ...... . . . . . 260 xii LESSON 27 A. Text. ?eTyaadna . . . . . . . . . . Vocabulary .............. Vocabulary Note: /kull/ and /lkull/ B. Conversations 1. fi dukkaan s-sammaan ....... Vocabulary .............. 2. MeTTeM 1l-?uds. ........... Vocabulary .............. 3. l-Hayaa fi beruut .. ....... Vocabulary ............... 4. taksi. .... .............. Vocabulary ............... C. Translation. ... ............. 27 A. Text. ?eTyaadne (Arabic script) . . B. Conversations (Arabic script) 1. fi dukkaan s-semmaan ....... 2. MeTeM l-?uds . . . . . . . . . . 3. l-Hayaa fi beruut. .......... 4. taksi. ... .............. PAGE 261 262 263 264 265 265 266 266 266 266 267 268 269 271 272 272 273 28 A. Text. Haflit zewaaj Vocabulary ...... B. Conversations 1. Tu?baal indkum. Vocabulary . . . 2. Heflit Turs. . . Vocabulary . . . Vocabulary Note: 3. beet la l-?ejaaR Vocabulary . . . 4. fi 1-melHeme . . Vocabulary . . . . . . . . . . . . . . . . . . 275 . . . . . . . . . . . . . . . 276 xelle / bixaoli 'to leave, Set let 277 277 277 278 278 278 279 279 280 28 A. Text. Heflit zewaaj (Arabic script) B. Conversations (Arabic script) 1. ?u?baal findkum . . . . . . . . . 2. Haflit Turs . . . . . . ..... 3. beet la 1-?ejaaR ......... 4. fi l-melHame ............. &... ... . . . ............. 281 .. . . . .. .. ............. 282 .. . . . .. .. ............. 283 .. . . . .. .. ............. 283 .. . . . .. .. ............. 284 29 A. Text. mRewwiH min blaad d-deheb / fi beet ?ebu se?iid Vocabulary ................................ 29 A. Text. mRewwiH min blaad d-deheb (Arabic script) (1) . . . . 286 . . . 289 .. . 292 30 A. Text. mRewwiH min blaad d-deheb / fi beet l-Hejje ?imm feriid 295 Vocabulary ......... .......................... .299 Cultural Note: Use of /?amm/. ...... ................. 301 30 A. Text. mRewwiH min blaad d-daheb (Arabic script) (2) ........ 302 Appendix I. Arabic-English Glossary .................... .305 Appendix II. Cultural and Useful Expressions .. .......... ..329 xiii (?i)dd9rs-il?6wwel1 A. (?i)NN6SS2 yuusif wnedilme 1. yuusif min ween ?nti ye nedilme? 2. nedilme: ?6ne min lubnaan. 3. yu6sif min wean fi lubnaan? 4. nedifme: min berui~t. w?fnte mnen? 5. yuusif 7 ne min ferbnse. 6. nediime: min ween fi ferense 7. yuusif min berils. Lesson One A. Text Yousif and Nadima 1. Yousif: Where are you from, Nadima? 2. Nadima: I am from Lebanon. 3. Yousif: Where from in Lebanon? 4. Nadima: From Beirut. Where are you from? 5. Yousif: I am from France. 6. Nadima: Where from in France? 7. Yousif: From Paris. 1/(?i)dd9rs-il?9'wwel/ means literally "the first lesson" 2/(?i)NN4SS/ means "the text" Both items contain consonants which are pronounced doubly long, like kk in the English bookkeeper; this will be discussed in Lesson Two. The conson- ants ? and S will be dealt with in later lessons. B. Vocabulary (?i)dders (m.) (?i)l?@wwel (m.) yudsif w- min wean ?fnti yea nedifme ? nea lubnaan (f.) fi- berudt (f.) ?fnte w?inte/winte mnedn ferense/fraanse (f.) barifs (f.) Additional Vocabulary the lesson the first Yousif (boy's name) and from; of where? you (f.s.) 0 (vocative particle) Nadima (girl's name) I Lebanon in, at Beirut you (m.s.) and you from where? where from? France Paris tudnis (f.) lifbya (f.) ?eme4rke (f.) Boys' Names salifm kadmil kerifm munifr f;wzi ziya~d sadlim Girls' Names hadle naddye mdnea maryem farifde sadre/SaaRea wida~d Tunisia Libya America Sal im Kamil Karim Munir Fawzi Ziyad Salem Hala Nadia Muna Miryam Farida Sarah Widad 2 C. Pronunciation 1. Consonants The consonant symbols used in Lesson One have approximately the same pro- nunciation values as for English; the following symbols, however, represent consonants not functional in English: /?/ and /S/. The latter, /S/, is a kind of "dark" /s/ that is treated in Lesson Seven. /?/ is a consonant, known as "glottal stop", that is found in English, though never spelled out. It occurs before stressed vowels, e.g., "an ice man", "oh-oh"; or in place of /t/ in some dialectal pronunciations of "bottle" (bo?l), "little" (li?l), etc. Glottal stop will be treated in greater detail in a later lesson. The following drills contain these symbols which represent sounds found in English: 9like "sh" in shoe, wash j like "s" in measure In some Palestinian dialects, expecially rural ones, /j/ is pronounced like "j" in English "major". In Palestinian Arabic words may begin with many combinations of two conson- ants that do not occur in English, such as /mneen/, which starts with /mn-/. It is important not to insert a vowel between such combinations. An aid in pronouncing such words in context is to pronounce the word in conjunction with the preceding word; thus winte mneen? becomes, divided into syllables, win-tem-neen? This must be pronounced, of course, as if it were a single word, with no pauses between syllables. Indeed, the hyphen (-) joins together two syllables that must be pronounced without interruption. Further examples: w?ene mneen? = w?e-nem-neen? (/w/ before a consonant is pronounced like /u/.) winti mneen? = win-tim-neen? 2. Vowels Palestinian Arabic has five short vowels and five corresponding long vowels: short long e - aa i - ii u - uu e - ee 0 - O0 All short-long pairs contrast in quantity: the long vowel is pronounced for a period of time twice as long as the corresponding short vowel in any given utterance. In addition, the first three pairs listed above show important differences in quality as well. The first four pairs of vowels occur in this lesson, and will be discussed and drilled in the following paragraphs. a. /e/ - /aa/ Short /e/ sounds roughly like "u" in English "but"; it is always pronounced short and clipped. Long /aa/ is pronounced like "a" in English "cad", but always prolonged. As we will see in Lesson 3, /aa/ is pronounced differently when adjacent to a capital letter. Drill 1. Short /a/ and long /aa/ /e/ /aa/ he settled (case) no meaning blood seriousness mankind he mentioned travel(ing) he recited verses she built fish he caught hold of it grew b. /i/ - /ii/ Short /i/ is most in English "machine". long as /i/. bett tab demm je dd beger zeker safer neled benet s emak msak nebet nebetr baat taab daam jaad baaer zaaker saafer naaged banaat semaak mesaak nebaat he spent the night he repented he remained he gave generously he he he he began (work) studied travelled implored girls your heaven your evening plant like "i" in English "pit" while /ii/ is roughly like "i" But remember that /ii/ should be pronounced twice as Drill 2. Short /i/ and long /ii/ /i/ /ii/ throw yourself in jet tooth he regretted dibb jit sinn nidim fihim naasik diib jiit siin nediim fahiim naasiik fox I came the letter "s" boy's name intelligent forgetting you he understood ascetic c. /u/ - /uul Short /u/ is like "u" in English "put", while long /uu/ is like "oo" in English "moon". Drill 3. Short /u/ and long /uu/ /u/ /uu/ no meaning tub tuub repent! no meaning jud juud be generous! die! (Lit. Ab.) mut muut die! no meaning sud suud black I study bedrus madruus studied (passive parti- I live beskun meskuun haunted (place) ciple) I thank bekur me9kuur deserving thanks I write bektub mektuub written d. /e/ - /ee/ The vowel in English "day" is really a combination of two vowels, i.e., /dei/. The Arabic vowel /e/ is of the quality of the /e/ part of /dei/ "day" but without the /i/ part; it is a "pure" vowel /e/. It is like the "a" in English "date" or "e" in English "they", but always without the /i/ vowel added. Arabic /ee/ is like /e/ but twice as long; here it is even more important to avoid adding the /i/ quality as you do in English. /e/ is usually the ast sound of the Arabic word. Drill 4. Short /e/ and long /ee/ Short /e/ Long /ee/ ?inte beet 'house' sene 'year' feen 'where' beruut deer 'monastery' kbiire 'big' ween seliime 'Salima' mneen medrese 'school' senteen 'two years' nediime baskeleet 'bicycle' 3. Stress. There are regular rules for the placement of the accent in Pales- tinian Arabic. (1) If a word has one long vowel that vowel is stressed: yusif, tuufnis, wladak, lubnaIn, berudt, berifs. (2) A short vowel followed by two consonants is stressed: ?lnti, ferinse, m~drese 5 (3) If a word has two long vowels or both a long vowel and a short vowel followed by two consonants, whichever one of these is nearest the end of the word is stressed: lubnagn, naasyifnek (4) Otherwise, the first vowel in the word is stressed: ?one, k6tab, direset, ?aabaletu. D. Grammar I. The Equational Sentence The equational sentence is a sentence that contains a subject and predi- cate but no verb. Thus, in /?ene min lubnaan/, /?ene/ is the subject and /min lubnaan/ is the predicate. The predicate modifies the subject. The English equivalent will have in it a form of "to be" -- "is, am, are". Drill 5. Substitution ?ene min lubnaan. "I am from Lebanon." liiby ?emedrke barifs fer6nse Detroit tu'nis beruit Texas lubnaan 2. Gender in Nouns and Pronouns Arabic nouns are either masculine (m.) or feminine (f.). Nouns referring to male human beings are masculine, e.g. /yuusif/ 'Yousif, Joseph', and those referring to female humans are feminine, e.g. /naadya/ 'Nadia'. Other nouns are masculine or feminine depending on their shape, e.g. /ders/ 'lesson' (m.), or meaning, e.g. /beruut/ 'Beirut' (f.) (name of a city). Arabic pronouns likewise show a distinction in gender. /?fnte/ is masculine, and can be used only when addressing a male, while /?Inti/ is feminine and is used when addressing a female. The pronoun /?@ne/, on the other hand, has common gender--it may be either masculine or feminine in gender. 3. Interrogatives An interrogative is a word that both has a basic meaning and also asks a question. Thus, /ween/ has the meaning of "what place?" and makes the sentence it is in a question. The interrogative usually comes first in its sentence; if it is the object of a preposition, the entire prepositional phrase as a unit comes first. Thus /min ween ?inti?/ 'From where (are) you?'; /?inti min ween?/ is also used when /?inti/ is to be emphasized. The phrase /min ween/ is often pronounced /mneen/, with no change in mean- ing, e.g., min ween fi lubnadn? = mneen fi lubnadn? 4. The Particle of Address /ye! The word /ye/ is always used before a name or title used in direct address, as in /min ween ?inti, ye nediime/ 'Where are you from, Nadima?' /ye/ is like English "0" in expressions like "0 King", "0 Lord", "0 my darling", etc. The difference is that Arabic /ye/ is modern and is always used in direct address. Drill 6. Substitution min ween ?inte, ye yudsif? selifm fqwzi muniir 'Where are you from, Yousif?' feriid Jim salim widaad keriim mune E. General Drills Drill 7. Chain Model: Sl S2• min ween ?inte ye Jim? 'Where are you from, Jim?' ?6ne min Arizona. 'I am from Arizona.' Drill 8. Chain Model: S: ?ane min berui~t. w?inte mneen? 'I am from Beirut. Where are you from?' S2: ?6ne min beriis. winti mneen? 'I am from Paris. Where are you from?' Drill 9. Translation S1. 2. 3. 4. 5. 6. George is from Paris. Where is Brenda from? Where are you from, Nancy? Where am I from? Where is Cincinnati? Cincinnati is in Ohio. F. Review S1. 2. 3. 4. 5. 6. min ween ?nti ye ? min ween fi ? w?inte mneen yea ? min ween yuisif? min ween nedilme? mneen ?ane? ( A ) dd 9-*rs - i tta cln i A. (?i)NNSS 1. bassadm: miin haada? mifn hadde-lwdl ed? 2. kadmil : hadda salifm. 3. bassadm: mnedn hdwwe? 4. kadmil : min suurfyye. 5. bessadm: wmifn haddi-lbfnt? 6. kadmil : haddi mdne. 7. bassadm: mnedn hfyye? 8. kadmil : mn-issudadn. Lesson Two A. Text S1. 2. 3. 4. 5. 6. 7. 8. Bassam: Kami l: Bassam: Kamil : Bassam: Kamil : Bassam: Kami I : Who Is This? Who is this boy? This is Salim. Where is he from? From Syria. And who is this girl? This is Muna. Where is she from? From the Sudan. B. Vocabulary (?i )ttaani bassadm mifn hadda (?i ) I- wlad; (?i)lwal6d hdwwe suuriyy (f.) haddi bfnt (?i)lbfnt hfyye the second Bassam (male name) who? this; that (m.s.) the boy, son; the boy, the son he Syria this, that (f.s.) girl the girl she 8 mn- = min (?i)ssudadn mn-issudadn from the Sudan from the Sudan Additional Vocabulary dekto6R dekto6Re tilmifz tilmifze sitt (f.) ?ustaaz, m. he = haade, haadi (male) doctor (female) doctor (male) student (female) student lady professor; teacher this; that Boys' Names Girls' Names sagmya Samia salmi feri fd kemaal Sami Farid Kamal C. Pronunciation Double Consonants Arabic consonants can be pronounced single (short) or double (long) as kiteb 'he wrote' but katteb 'he dictated' and /sftt/ 'a lady' and /?issftt/ 'the lady'. Unlike English where double consonants occur only when words are put together, as in "bookkeeper",or when certain suffixes are attached to the word, e.g., "openness", the use of double consonants is very common in Arabic. As in the case of short and long vowels, the difference in pronunciation between short and long consonants changes the meaning of Arabic words, as illustrated in the examples above. The student, therefore, must be careful in pronouncing Arabic double vowels and consonants. Drill 1. Short and long consonants he replaced he cried sky he wrote he broke beauty pampering peace your heaven angel bdelal b6ke s6me k6teb k6ser jemaAl salaim semak melabk beddel b6kke s6mme k6ttab k6sser j emma~l dellail sellaim semmaik mellabk he exchanged he caused (s.o.) to cry he named he dictated he smashed camel driver auctioneer (no meaning) he named you landowner 9 D. Grammar 1. The Definite Article The basic form of the Arabic definite article is /(?i)l-/; like the English article "the", it means that the noun has already been referred to or is assumed to have been specified: (?i)l1-?ustaaz 'the professor' The hyphen in /(?i)l-/ means that the definite article is not an independent word, but must always be pronounced as part of the following word. The parentheses designate that if the word is the first in the sentence the part in the parentheses may be pronounced, e.g., (?i)l-?ustadz or 1?ustadz 'the professor' Henceforth (?i) will no longer be written as part of the definite article. If, however, the article follows another word ending in a vowel, the parenthetical part is not pronounced, e.g., miin haade-l?ustadz? 'Who is this professor?' If that preceding word ends in a consonant, on the other hand, only /?/ is lost, e.g., ween-il?ustadz? 'Where is the professor?' The hyphen, as usual, shows that the words it joins are pronounced without break, as if they were a single word. The basic form of the article is /1/; however if the word begins with a consonant pronounced in the same part of the mouth as the /1/, e.g., /d,t,s,z,n/, then /1/ is replaced by that consonant. Illustrations: ders '(a) lesson' dders 'the lesson' sitt '(a) lady' ssitt 'the lady' dekto6R 'doctor' ddekto6R 'the doctor' tilmii*ze 'student' ttilmiize 'the student' In both English and Arabic there are geographical names that contain the definite article. In English, for example, we always say "The Hague", "The Netherlands", but "Paris" or "France". In Arabic /(?i)ssudadn/ 'the Sudan' is always definite, while /lubnadn/ 'Lebanon" does not take the article. The Arabic definite article has certain uses not found in English: the following are illustrated in this lesson: a. in titles not in direct address; compare ?$ne-l?ustabz selaAm. 'I'm Professor Salam.' and min ween ?fnte ye ?usta~z seladm? 'Where are you from, Professor Salam?' 10 b. in demonstrative phrases, as in hadi-ssitt 'this lady' This is composed of the demonstrative /haddi/ plus the noun /sitt/ with definite article /s/. 2. Demonstrative Pronouns The demonstrative pronouns/haddo/and/haddi/may be used independently, e.g., as subject of a sentence, or as modifiers of nouns. In the latter function either one of them may be replaced by a prefixed form /he-/, e,g. hadda-1wl ad hadi-lbint or or ha- lw6l aed ha-lb int 'this boy' 'this girl' The special object. pendent prefixed form is the usual one, the independent forms being used for force; for example, /haAda/ will probably be used when pointing at the The following dialogue contrasts the usage of the prefixed and inde- demonstratives: miin he-lw6lad? hadde salifm. wmiin haida-lw6led? haida kadmil. 'Who's that boy?' 'That's Salim.' 'And who's this boy (over here)?' 'That's Kamil.' Drill 2. Substitution Model: T: S: 1 wl ad hadda-lwal ad 'the boy' 'this boy' I ?ustafz ttil miiz ddekto6R ssitt lbint ddakto6Ra E. General Drills Drill 3. Chain Model: S S3" miin ?inte? ?na . ?one 'Who are wmiin ?inti? wmiin ?inte? you?' 'I am . And who are you?' 'I am ___. And who are you?' Drill 4. Cued Model: T: S: T: S: bassaim miin hdwwe? saAra miin hiyye? 'Bassam' 'Who is he?' 'Sara' "Who is she?' 11 kadmil f6wzi widabd Dri m 5. Cued Drill 5. Cued Steve nabdye maryem Sue seli m Nancy Cathy ?ustadz Model: T: S:- T:" S:" yuisif haAda yuusif. p mune hafidi mune. ' Yousif' 'This is Yousif.' 'Muna' 'This is Muna.' seliim feriide Ruth saAmi widabd bessaAm haile saAmye ferifd muniir saire kadmil Drill 6. Translation 1. Who is this professor? 2. And who is this lady? 3. Where is she from? 4. The female student is from Tunis. 5. Where is this boy from? 6. He is from The Sudan. 7. This is doctor Sami Kamil. 8. I am Widad Yousif. F. Conversations 1. Sl• S2 Sl:• S2: 51: S2: S2: miin ?fnte? ?6na (saimi). mneen ?inte? ?6ne min (beruit). ween beruft? beruft fi lubnadn. 2. Sl: S2: S : S2: S: S2: miin hadde? hadde George. min ween huwwe? min ferense. min ween fi ferense? min berils. 3. kemaal: saamye: kemaal: saamye: kemaal: saamye: kemaal: saamye: kemaal: ?ana kemail. miin ?fnti? ?6ne sarmye. mneen ?fnti ye sadmye? min liibye. w?inte min ween? ?4ne min beruit fi lubnadn. w-haddi-lbint miin? haddi Ruth. min ween h4yye? min Canada. 12 G. Review 1. miin hadde? 2. mneen h6wwe? 3. ween berifs? 4. wniin haddi? 5. mneen hfyye? 7. mneen hu'wwe? 9. miin ?49ne? 10. mneen ?'a 11. min ween-i1?ustaaz (George)? 13. mneen hiyye? 13 ddars - ittaal it A. NNGSS M 9RH ab-9 1. suh~yle: MRHaba ye rneHmudd. 2. maHmudd: Ma"RHaba. 3. suh'y1;9: kiif Hadalk? 4. m@Hmutld: mnli'H. w?{nti kiffik? 5. suhayla: lHenidfll9. 6. maHmuu~d: miln ha~d;9-1w9'led? 7. suhayle: haa*de ?4bni. 8. mHmuiid: 6 ?tismu? 9. suhe'yle: ?tismu maa'hir. 10. naHmuiud: whaa'di binti k? 11. suha'yla: ?e'ywa. haatdi binti. 12. maHmuud: Suf ?6sumha? 13. suh~yle: Tsumhq widaid. Lesson Three A. Text Hello! 1. Suhayla: Hello, Mahmoud. 2. Mahmoud: Hello. 3. Suhayla: How are you? 4. Mahmoud: Good. And how are you? 5. Suhayla: Fine, thanks. 6. Mahmoud: Who is this boy? 14 10. 11. 12. 13. Mahmoud: Suhayla: Mahmoud: Suhayla: And is this your daughter? Yes. This is my daughter. What is her name? Her name is Widad. B. Vocabulary taalit (m.) MeRHebe suheyle m eHmuud kiif Haalek mniiH (m.) kiifik 1Hemdille ?ibin ?ibn- ?ibni V su ?usum>~ Susum (m.) ?usm-) ?usmu maahir bint bintik ?eywe binti ?Usumhe third hello Suhayla (girl's name) Mahmoud (boy's name) how? your (m.s.) condition, your health good, fine (m.s.) how are you (f.s.)? fine, thanks (lit., "Praise be to God") son my son what? name his name Mahir (boy's name) girl; daughter your (fos.) daughter yes my daughter her name Additional Vocabulary medrese (f.) mniiHe (f.) le?; lee likweet (f.) school good (f.s.) no Kuwait Vocabulary Note /le?/ and /le?e/ /le?e/ may be used instead of /le?/ for stronger denial, e.g.: le?e, le?e ye muniir! 'no, no, Munir!' 15 C. Pronunciation 1. Stress The placement of stress is quite predictable in Palestinian Arabic (see pages 4 - 5), with only a few exceptions to the general rules. Hence- forth stress will be marked on words only when there is an exception to the rule. Thus, /?sumhe/ in the Text of this lesson will continue to be writ- ten with an accent mark, but all the other words follow the rules and will be written without accent marks. 2. /r/ and /R/ Arabic /r/ is quite different from English "r". English "r" is more vowel than consonant; for example, pronounce "bird", "word", "hurd", "heard", and "berg" and you will see that -ir, -or-, -ur, -ear-, and -er- are pronounced exactly the same in these words, irrespective of the spelling. The fact is that the vowel letters could be omitted and the words would still be pro- nounceable. Arabic /r/, on the other hand, is a consonant produced by flap- ping the tip of the tongue against the roof of the mouth0 It sounds very much like "t" in the word "water" as it is normally pronounced in informal American speech; or, in other words, like the "t" in "metal" when it rhymes with "meddle". If an Arabic vowel occurs next to /r/, it is still pronounced distinct from other vowels; listen to your teacher pronouncing the vowels preceding /r/ in the following words, noting that each vowel is clearly pronounced: maahir 'Mahir' ?ufkur 'thank!' 99ker 'he thanked' feranse 'France' Arabic /R/ is a flapped consonant like /r/ but differs from it in the ways it affects the vowels /aa/ and /e/. As we have seen, the vowel /aa/ has roughly the value of the "a" in English "cad", as in maahir 'Mahir' (boy's name) lubnaan 'Lebanon' Adjacent to /R/, however, /aa/ has roughly the value of "a" in "father" or "farm" as in jaaR 'neighbor' Raas 'head' In the same way, /e/ has the value of "u" in "but" when next to /r/, but when next to /R/ it is pronounced more like "o" in "cot" but shorter and more clipped. Compare: MeRHebe 'hello' MerHebe (made-up word) 16 As you will see later (p. 52), all consonants represented by capital letters affect vowels in a similar way, except for the consonant /H/, We saw on page 9 that consonants may be double (or "long"); in the case of /r/ and /R/ doubling involves also a change in the manner of articulation. That is, /r/ and /R/ are flapped consonants while /rr/ and /RR/ are trilled consonants. A trilled /r/ or /R/ is the result of the rapid vibration of the tip of the tongue against the teeth ridge or against the roof of the mouth. In other words a trill is equal to a rapid succession of flaps. The difference between the two is illustrated by Spanish /pero/ 'but' and /perro/ 'dog'. Listen to the difference as your teacher pronounces the following pairs of Arabic words: man rijjaal rrijjaal the man wind riiH rriiH the wind rice Ruzz RRuzz the rice head Raas RRaas the head he got cold bared barred he cooled (s.th.) woman MeRe MeRRe once honor (n.) 9@Ref aRRef he honored (s.o.) he came to Sirif ?eRRef he introduced (s.o.) know In learning to produce the trill, first practice producing the flap as in /bered/ or /MeRe/, or by focusing on the flapped t in American English "I oughta go" (= "I ought to go") or "a lotta miTlk" (= "a lot of milk"). Then, holding the tongue firmly in position for the flap, relax the top of the tongue and let it vibrate as you exhale for several seconds. Another approach, once you have mastered the flap, is to pronounce a word with /r/ or /R/ at the end, e.g. in /ktaaR/, /biir/, /zuuR/. Since the natural tendency is to trill a word-final /r/ or /R/, you will eventually produce a trill here, which you can then transfer to other parts of the word. Some students achieve the flap and trill immediately and with little effort, but many must try very hard over a long period of time before they succeed. Once acquired it is not lost. Do the exercises described above daily until you master it. Since the English r is very conspicuous when substituted for the Arabic /r/ or /R/, your efforts will be well rewarded. 3. /h/ and /H/ Arabic has two h's, /h/ which is pretty much like English "h", and /H/, which has no counterpart at all in English. As with all strange new sounds, the best way to master /H/ is through careful listening to your teacher and imitation. The following hints, however, should be helpful. /H/ is produced in the throat by tensing up the muscles in the area of the tonsils. You can locate these muscles by gagging, as if trying to close up your throat. Say "ha:", then repeat it changing the /h/ to /H/. Another approach is to whisper "Hey you:" as loudly as you can; this will come close to producing /H/ for you. 17 Arabic /h/ and /H/ may come at the end of a syllable or a word; examples with /H/ from this lesson are /meHmuud/ and /mniiH/. Both consonants may also be pronounced doubled; examples will be provided in Drill 2 in this section. Note in Drill 1 how /h/ and /H/ affect the quality of following /aa/. The following drills contrast /h/ and /H/ first as the initial consonant of a word, then in the middle of a word, and finally as the last consonant of the word. Drill 1: Initial position he pulled down he renounced pyramid the glottal stop (2) no meaning cardamom tramp rebel h edd h oi or h or em hemzo hinne haal haamil hubb Hedd Haoi or Hejr Herem Hanze Hinne Haal Haamil Hubb limit, end stone mosque (boy's name) henna condition pregnant love Drill 2: Medial position easy river profession noble he scolded vigilant; wakeful surprised understood he added cardamom to (tea or coffee) Drill 3: Final position it faded (color) stupidity greediness sehil N oh i r Nehir mihne 99him n oh or neher saahir medhuug mefhuum behher seHil NeHir miHne 9eHim NeHeR NoHoR saaHir medHuug mefHuum beHHer creeping slaughtering ordeal fat he slaughtered charming crammed dumbfounded he stared faah beloh oarah faaH baleHH gEareHH it emanated (fragrance) dates he explained 4. Clusters English words may begin with all, as in one, two or three consonants, or none at (three) (none) pie (one) spy (two) spring easy Palestinian words may begin with one, two or three consonants; they cannot begin with a vowel: 18 miin (one) 'who?' mniiH (two) 'good' striiH (three) 'have a seat' Palestinian Arabic words may begin with any combination of two consonants, e.g., /mn-/, /lH-/, /wh-/, etc. If these combinations prove difficult for you, you may pronounce a short /i/ before them, as some Arabic speakers do: /imniiH/, /ilHemdille/. (You might also hear the three-consonant combination /str-/ preceded by a short /i/.) /w/ in such combinations, e.g., /whaadi/, /w?inti/, is pronounced like a short /u/. D. Grammar 1. Demonstrative Construction Note that /haado-lweled/ in the basic text is a phrase meaning 'this boy' while /haade ?ibni/ is not a phrase but a sentence including both subject and predicate, meaning 'This is my son.' 2. Questions English can make a statement into a question in three different ways: a. By reversing subject and predicate: This is your daughter. (statement) Is this your daughter? (question) b. By intonation: This is your daughter. (statement) This is your daughter? (question) Arabic lacks device (a) but does use intonation as in (b): haadi bintik. (statement) haadi bintik? (question) In both languages the pitch of the voice is high at the end of the question sentence. Since the exact patterns differ in the two languages, imitate your teacher as carefully and faithfully as you can, so that you will be clearly understood when you speak Arabic. c. Both English and Arabic have interrogative words; compare: miin 'who?' ween 'where?' u what?' mneen 'where from?' kiif 'how?' These are also considered question-makers; however, in the case of Arabic the question intonation mentioned under (b) above is also normally used together with the interrogative word, while in English this is not neces- sarily the case° Note the pitch on /bintik/ as your teacher says these sentences. 19 haadi bintik. 'This is your daughter.' miin bintik? 'Who is your daughter?' The pitch on "daughter" will normally be the same in both English sentences. Intonation colors the meaning of entire sentences; you should constant- ly be sensitive to your teacher's patterns of intonation and strive to imitate them as closely as possible. Proper intonation can go a long way in making your Arabic more comprehensible and more natural sounding. 3. Suffixed Pronouns We have seen that the personal pronouns may serve as subject or predi- cate in a sentence, e.g. min ween ?inte? 'Where are you from?' (/?inte/ is subject) For possession, however, special short forms of the pronouns are suffixed to nouns. Compare: bint 'a girl; a daughter' binti 'my daughter' bintik 'your daughter' /bint/ means 'girl' or 'daughter' while /-i/ means 'my' and /-ik/ means 'yours' (f.s.). Thus, /?ibnik/ means 'your (f.s.) son'. Similarly, /Haalek/ 'your (m.s.) condition, your health' is analyzed as /Haal/ 'condition' and /-ek/ 'your'. 'Your (m.s.) daughter' is /bintak/. The suffixed pronoun for 'his' is /-u/ and for 'her' is /-he/, as in ?usmu 'his name' ?Asumhe 'her name' Note the two forms /?usum/ and /?usm-/, both meaning 'name'. The form with the hyphen /?usm-/ is used with a suffix beginning with a vowel, e.g. /?usmu/ 'his name', /?usmi/ 'my name', /usmok/ 'your name'. The other form is used with a suffix beginning with a consonant in order to avoid three consonants in a row, e.g., /?6sumhe/, or with no suffix at all e.g., /?usum/. Such words are listed in the vocabulary with two forms, one without a hyphen and one with. Thus /?ibin/?ibn-/ 'son' takes suffixed pronouns as follows: ?ibni 'my son' ?ibnek 'your son' ?ibnik 'your son' ?ibnu 'his son' ?ibinhe 'her son' Note the vowel harmony--/?fbinhe/ (both are /i/), but /?6sumhe/ (both are are /u/). - - 20 After /kiif/ the suffixed pronoun is not the possessor but the subject of the sentence: kiifik 'How are you?' kiifhe 'How is she?' The following chart lists several nouns with the various suffixed pro- nouns: ?ene ?inte ?inti huwwe hiyye bint binti binte k bintik bintu binthe Haal Haali Haalek Haalik Haalu Haal he weled weledi weledek weledik weledu weledhe dektooR de ktooRi dektooRek de ktooRi k de ktooRu dektooRhe ?usum ?usmi 2?usmiek ?usmik ?usmu ?dsumhe ?ibin ?ibni ?ibnek ?ibnik ?ibnu ? fbinhe The suffixing of these forms to feminine nouns ending in /-e/, e.g. /tilmiize/, or /-e/, e.g. /dektooRb/, will be dealt with in a later lesson. Drill 4: Cued Drill Model: T: S: ?inte 'you' (m.s.) gu ?usmek? 'What is your (m.s.) name?' ?inti, semiir, hiyye, lweled, lbint, huwwe, feriide, ?ene, ?inte, l?ustaaz Drill 5: Cued Drill Model: T: ?inte SI: kiif Haalek? S :mniiH. 'you' (m.s.) 'How are you?' 'Fine.' huwwe, muniir, lweled, ?inti, ?ene, Ibint, hiyye, Nancy, Sandy, seliime, ?inte, Dick 4. Gender Agreement It was pointed out in Lesson One that some words are masculine while others are feminine: Masculine (m.) Feminine (f.) Pronouns Demonstratives Nouns Names ?inte huwwe haade ?ibin tilmiiz maahir 'you' 'he' 'this' 'son' 'student' 'Mahir' ?inti hiyye haadi bint tilmiize meryam 'you' 'she' 'this 'girl' 'student' 'Miriam' If the noun refers to human beings or animals, then its gender is the same as the sex of its referent, as illustrated above. Other nouns are feminine if they end in /-e/, e.g., /medrese/ 'school', or in /-e/ after 21 capitals, e.g., /dektooRe/ '(woman) doctor'; otherwise they are usually masculine, e.g., /?usum/ 'name.' (A small group of feminine nouns do not take the feminine marker, for example /gams/ (f.) 'sun'. Adjectives are also masculine or feminine, e.g., mniiH 'good' (m.), mniiHe 'good' (f.). Like the demonstratives, adjectives must also agree with the nouns they modify---masculine adjectives with masculine nouns and feminine adjectives with feminine nouns. Illustration: haadi-ddektooRe mniiHe. 'This The noun /Haal/ 'condition' has no its suffixed pronoun: (female) doctor is good.' gender of its own but takes that of kiif HaaleK? kiif Haalik? mniiH. mniiHe. Names of cities are feminine, e.g. /beruut, beriis/. Drill 6: Chain (in pairs) Model: S s2: S1: kiif Haalek? mniiH. w?inti kiifik? lHemdille. 'How are you (m.s.)? 'Fine, and how are you (f.s.)?' 'Fine.' Drill 7: Transformation with cues. Model S s 2: haade weled. haade weledi. ?ene 'This is a boy.' 'This is my boy.' 'I ' haade haade haade haadi ?ustaaz. huwwe dektooR. ?inte tilmiiz. ?inti bint. hiyye haadi haade haade haade bint. weled. ?usum. ?ibin. ?inte hiyye ?inti ?ene Drill 8. Translation 1. How are you, Sami? 2. Her name is Muna. 3. Who is this (woman) doctor? 4. Professor Salam is from Tunisia. 5. How is her son? 6. Where is his doctor from? 7. My professor is from Libya. F. Conversation 1. seliim: kaamil: seliim: MeRHebe. MeRHebe. ?usmi seliimo w?inte u ?usmek? 22 kaamil1: Sali im: kaaml: Sali im: 2. Nancy mune Nancy mune Nancy mune Nancy mune meryem: mune: meryem: mune: ineryam: kaamil1. min ween ?inte ye kaamil? mi n-li kweet. w~i nte mneen? mi' suuriyye. MeRHebe ye mune0 MeRHebe. kiif Haalik? lHemdile. w?inti kiifik? mniiHo. miin he-ibint? haadi meryam. MeRHebe ye meryem. MeRHebe. min ween ?inti? mm' ?emeerke. min ween fi ?emeerke? min Texas, 3. yuusif ned i ime: yuusi'f nead iime: yuusif ned iie: yuusif 4. widaad: ziyaad: wi daad: z iyaad: widaad: z iyaad: widaad: ziyaad: widaad: fawz i: min ween ?ustaazik min ubnaan. gu ?usmu? 1?ustaaz bessaam. 1?ustaaz munir. mneen huwwe? min tuunis. miin he-ibint? haadi' binti. gu ?'Usumhe? haale. whe-iwalod ?ibnek? ?eywe. gu ?usmu? fegwzi.o ?inte fi-imedrese y- 1la?. ye nedjime? gu ?usum ?ustaazek? a fewzi? G.Review 1 . 2. 3.* 4. 5. 6. 7. 8.s 9.a 10. ~11.0 MeRHebe ye mneen ?inte? ween Detroit? miin he-ttilmiiz? whaadi miin? gu ?usmik? wOinte gu ?usmek? w~u ?usum he-ttilmiize? mneen hiyye? miin ?ene? mneen ?ene? 23 dders-iRRaabi T A. NNeSS fi -1 medrese 1. keriime: mese-ixeer ye fexri. 2. fexri : mese-lxeer. 3. keriime: kiifek-i-lyoom? 4. faxri mniiH-i-ktiir. 5. keriime: kiif-diRaastak? 6. faxri mniiHe kemaan. 7. keriime: min ween ?ustaazkum? 8. faxri ?ustaazne min suuriyye0 9. keriime: 9u ?usmu? 10. fexri 1?ustaaz nejim. 11. keriime: ?ilu wlaad? 12. fexri ?eywe. ?ilu weled wtelet banaat. 13. keriime: humme hoon? 14. fexri le?. fi-Haam. Lesson Four A. Text At School 1. Karima: Good evening, Fakhri. 2. Fakhri: Good evening. 3. Karima: How are you today? 4. Fakhri: Very good. 5. Karima: How are your studies? 6. Fakhri: They're O.K. too. 7. Karima: Where is your professor from? 24 8. 9. 10. 11. 12. 13. 14. Fakhri: Karima: Fakhri: Karima: Fakhri: Karima: Fakhri: Our teacher is from Syria. What is his name? Professor Najm. Does he have children? Yes. He has a boy and three girls. Are they here? No. They're in Damascus. B. Vocabulary RaabiT (m.) mesa (m.) xeer (m.) ma sa- xeer lyoom (m.) ktiir (m.) diRaase (f.) diRaastak kemaan ?ustaazkum ?ustaaznae wlaad (pl.) ?il- ?ilu telat banaat (pl.) humme hoon 9aam (f.) fourth evening good (noun) good evening today much; very; very much studies your studies also, too your (plural) professor our professor boys; children (with suffixed pronoun) has, have he has three (followed by plural noun) girls; daughters (m. or f. pl.) they here Damascus Additional Vocabulary ?intu (m. or f. pl.) ?iHnea ?ustaazhum beet (m.) maktebe (f.) ktaab (m.) ?elem (m.) druus (pl. of /ders/) you we their professor house; home library book pencil; pen lessons C. Pronunciation 1. The consonants /k/ and /x/. Arabic /k/ is like English "k" and presents no problems; /x/, however, is not an English consonant, and does require some drill. /x/ is like 'ch' in German "Nacht" or "Bach", and in the contemporary American slang word "yech" as pronounced by some Americans. The following may be useful to know in mastering this sound. 25 /k/ and /x/ are both pronounced with the back of the tongue in the back of the mouth. The main difference is that in producing /k/ the back of the tongue presses against the soft palate and momentarily blocks the passage of air; if you say "ahk-kah" you will note that you completely block the passage of air. In producing /x/ the back of the tongue does not quite make contact with the soft palate; the air continues to pass through the opening between the tongue and the soft palate, producing /x/. As you practice /x/, produce "almost a /k/" as you imitate your teacher. Drill 1: Initial position he concealed blind the letter "k" complete, perfect waterskin (rural dialect) sleeve Korean /k/ katem kefiif kaaf kaamil kirbe kumm kuuri /x/ xatem xefiif xaaf xaamil xirbe xumm xuuri he sealed light (not heavy) he became afraid indolent, sluggish (site of) ruin coop priest Drill 2: Medial position older he came early he resided he thanked honored resident, living I live it will be ?ekber bekker saken gaker mkearram saakin baskun bikuun ?exber baxxer sexen Mexer mxerram saaxin besxun bixuun more informed he disinfected (s.th.) it became hot he snored perforated warm I get a temperature he betrays Drill 3: Final position he knelt down he behaved rubbing seizure berek SalAk selek feark mask berex salex ferx mesx he knelt down he skinned (animal) young bird distortion Drill 4. The consonants /x/ and /H/ maternal uncle (no meaning) hide! lazy silent he took sources of information noisy he perfumed with incense kitchens /x/ xaal xefle xabbi xaamil xaamid ?exed mexaabir Saaxib bexxeR /H/ Haal condition Hefle a party Habbe a grain Haamil carrying; pregnant Haamid praising ?eHed Sunday meHaabir ink pots SaaHib beHHeR friend, companion he sailed xeTaabix meTaabiH (no meaning) 26 2. The Helping Vowel /-i-/ and Consonant Clusters a. It is a general rule that clusters of three consonants (a sequence of three consonants with no intervening vowels,(such as /str/ in /striiH/ 'sit down!', or /ntk/ in /bintkum/ 'your daughter') are restricted in Palestinian Arabic. They only occur within a single word (including a word with a suffix like /bintkum/) and only if the second of these three consonants is a sto consonant (i.e., b, t, d, k, g, ?, T, D, q) or a voiceless sibilant (s, , S). Thus /bint/ and /dars/ may receive the suffix /-he/, giving /binthe/ 'her daughter' and /dershe/ 'her lesson', since the second consonants in the resultant clusters are a stop (/t/ in /nth/) and a voiceless sibilant (/s/ in /rsh/). If the second of the three consonants is not a stop or a voiceless sibilant, however, then the helping vowel /-i-/ must be inserted before it to make it conform to correct Palestinian pronunciation. Thus, if /-he/ is added to /?ibn-/ the resultant form, /?ibn-he/, is "not pronounceable"; an unstressed /-i-/ must be inserted before the /n/ to give the correct form /?fbinhe/ 'her son'. In the same way, when /-ha/ is suffixed to /?usm-/, a helping vowel-- in this instance /u/ to rhyme with the preceding /u/--is inserted, giving /?sumhe/ 'her name'. b. The foregoing applies to clusters within a word. When clusters result from putting two words together different rules apply. (1.) Any combination of two consonants is all right: min lubnaan: -nl- l?ustaaz nojim: -zn- (2.) If a sequence of three or four consonants should result the helping vowel /-i-/ is inserted before the second last consonant, thus: kiifek + ljyoom (kly) -~- (k-i-ly) kiifek-i-1yoom? mniiH + ktiir (Hkt) --- (H-i-kt) mniiH-i-ktiir bint + mniiHe (ntmn) - (nt-i-mn) bint-i-mniiHe If the middle consonant is /w/, as in /welad wbint/ then two pronunciations are heard: (a) /w/ is pronounced like /u/: /weledubint/; or, less often, (b) the helping vowel /-i-/ is inserted before /w/-: /welad-i-wbint/. c. Clusters of two consonants at the end of a word, as in /bint/, constitute a special case. If such a word is the last word to be pronounced in a phrase or sentence, e.g. /miin haadi-lbint?/ then the vowel /i/ may optionally be inserted between those two consonants, e.g. /miin haadi-lbinit/. This does not affect the meaning; it only "softens" the pronunciation of sentence-final clusters. Of course, if such a word should have a suffix, as in /binti/ 'my daughter', the cluster is no longer word-final. While you will hear Palestinian speakers insert this vowel on a pretty regular basis, we will indicate it in this book only in the Vocabulary sections of lessons by giving the two alternate forms of select words, e.g. 27 MeSiR/MeSR- (f.) Egypt D. Grammar 1. The Personal Pronouns In this lesson we have the plural pronouns, completing the set of per- sonal pronouns. The independent pronouns are: ?ono 'I' ?iHna 'we' ?inte 'you' i ?inti 'yout ?intu you huwwe 'he' hiyye 'she' humme 'they Note that the plural pronouns have no distinction in gender, unlike the second and third person pronouns in the singular. Thus, /?intu/ is the plural of either /?inte/ or /?inti/ and is used for males or females or any combination of males and females. /niHne/ is sometimes heard for /?iHne/. 2. Suffixed Pronouns In this lesson we have also the suffixed pronouns corresponding to the plural pronouns. They are: ?iHna -ne wlaadne 'our children' ?intu -kum wlaadkum 'your children' humme -hum wlaadhum 'their children' Do not add suffixed pronouns to words ending in vowels; this will be presented in a later lesson. Drill 5: Cued Substitution Model: T: ?inte 'you' (m.s.) S: kiifek-i-lyoom? 'How are you today?' ?inte, humme, l?ustaaz, huwwe, kaamil, lbint, hiyye, bessaam, ?inte, ?intu, meryem, naadye 3. /?ilu/ 'he has' /?ilu/ is a prepositional phrase consisting of the preposition /?il-/ and the suffixed pronoun /-u/. The form /?il-/ can only be used with a suffix, as indicated by the hyphen; it means basically "to, for; belonging to", but is best translated by the verb "to have" when it is followed by an indefinite noun. Illustrations: ?ilne telet banaat. 'We have three daughters.' ?ill beet fi- aam. 'I have a house in Damascus.' 28 Drill 6: Cued Substitution Ex: T: S: huwwe ?ilu wlaad. 'he' 'He has children.' ?eane ?inti humme s&liim naadye ?ustaazne ?intu ? i Hna saliim Linda ?ustaazne ddektooR E. General Drills Drill 7: Chain Model Sl: nmbse-lxeer ye... S2: mese-lxeer. Drill 8: Chain 'Good evening,...' 'Good evening.' 'How are you?' 'Fine.' 'And how is school? 'Good.' Model: Sl: S2: Sl: S2: kiif-ilHaal? 1 -bmdille. wki if-iImedrese? mni iHe. Drill 9: Cued Model: T: ?iHnarp S: 7ustaazna min ditrooyt. 'we' 'Our professor is from Detroit.' huwwe ?intu kaamil ?inte humme keri i me ?en e hiyye ?iHna yuusif ?itnti sel iim wkeriim wsaami Drill 10: Double Substitution Model: T : Sl: S2: keari ime ween keriime? keriime fi suuriyye. Detroit meryem saami beariis William fexri seaar {aam suuriyye 'Where is Karima?' 'Karima is in Syria.' ?emeerke lubnaan lm edrese fer ense Imaktebe tuunis lbeet suuriyye 29 Drill 11: Translation 1. 2. 3. 4. 5. 6. 7o Their professor is from the Sudan. She has a girl and a boy. This lady is from Canada. Who is your doctor? Nadia is very good in school. Who is this girl? He is good in his studies and his son is good too. F. Conversation 1. jemiil: Linda : jemiil: Linda : jemiil: Linda jemiil: Linda : 2. keriim: feriid: keriim: feriid: keriim: feriid: keriim: feariid: keriim: feriid: 3. Ruth : saami: Ruth : saami: Ruth : saami: Ruth : saami: Ruth : MeRHebe ye Linda. MeRHebe. kiifik? 1 Hemdil le. ?inti tilmiize fi ?eywe. kiif-diRaastek? mniiHe. haadi-lmedrese? mese-lxeer ye feriid. mese-lxeer. kiif Haalek-filyoom? mniiH. w?inte kiifek? 1Hemdille. ween ?ibnek? ?ibni fi Detroit-i-lyoom. wbintak fi Detroit kemaan? le?. binti fi-lbeet. kiifhe fi-Imedrese? mniiHe ktiir. min ween ?inte ye saamni? min suuriyye. min ween fi suuriyye? min-i aam. kiif-figaam? mniiHe ktiir. ?inti min ?eywe. min ween fi ?emeerke? min New York. ?eameerke? G. Review 1. min ween ?inte ye..o? 2. w?inte min ween ye ...? 3. miin haade-ttilmiiz? 4. 5. 6. 7. 8. min ween huwwe? ?ilek dektooR yeo...? gu ?usmu? mneen ?ustaazkum? kiif-ilmedrese ye...? 30 dders-i l xaamis A. NNeSS seelt-i-l imhandis ?ebbaas £ebbaas-i-mhandis fi wizaaRit-ilkehRebe fi-l?urdun. Tindu wealedeen w?eRbe benaat. lwalad-likbiir--mTellim fi-ljaamTe-l?urduniyye. wittaani tilmiiz fi-lmedrese-eeaanewiyye, lbint-likbiire sikirteeRe fi-lbenk- i lTeRebi b-?emmaan. Lesson Five A. Text The Family of Engineer Abbas Abbas is an engineer in the Ministry of Electricity in Jordan. He has two boys and four girls. The older boy is a teacher at the Jordanian Univer- sity and the second (one) is a student in secondary school. The oldest girl is a secretary at the Arab Bank in Amman. B. Vocabulary xaamis (m.) Teele /Teelt- (f.) mhendis (m.) Tebbaas wizaaRe / wezaaRe (f.) kehrebe (f.) l?urdun (m.) £indu weledeen ?eRbeT (foll. by noun) kbiir (m.) mTaellim (mo) jaame (f.) ?urduniyye (fo) Oaanewiyye (f.) sikirteeRe (f.) bank (m.) TeRebi (m.) b-/bi- Temmaan (f.) fifth family engineer Abbas (m. name) ministry electricity Jordan he has two boys four big; great, large; old teacher university Jordanian secondary secretary bank Arab, Arabic, Arabian in, at Amman 31 Additional Vocabulary bTiid (m.) far, far away, distant seTiid (m.) happy btidaa?iyye (f.) elementary terbiye (f.) education wizaaRit-itterbiye Ministry of Education ?uxt sister xewaat (f. pl.) sisters l?uds (f.) Jerusalem kemaan more, additional; (in questions) any more, some more Vocabulary Notes 1. /Tindu/ 'he has' /Tindu/ is a prepositional phrase consisting of the preposition /Tind/ 'at the place of, chez; with; belonging to' and the suffixed pronoun /-u/ 'him'. The meaning of /Tindu/ as used in this lesson is "he has"; it is roughly equivalent to /?ilu/ 'he has'. 2. /kbiir/ 'big, old' The basic meaning of the adjective /kbiir/ is 'big, great': /lbenk-likbiir/ 'the big bank', /lweled-likbiir/ 'the big boy'. When applied to people it may also have the meaning "old": /lbint-i-kbiire/ 'The girl is old'; if the person is one of a group /kbiir/ may mean 'older' or 'oldest'; /lbint-likbiire/ 'the older (oldest) girl.' C. Pronunciation 1. The consonant /T/ /T/ is basically the sound 'ah' with tensed up throat muscles, the same muscles used in producing /H/. Say 'ah' and gag, and you will come close to a good /T/. You may note that an Arab, when pronouncing /T/ at the be- ginning of a sentence -- that is, after silence -- will usually start out with a quick 'ah' sound. It may be useful for the student also to practice /T/ by beginning with a short 'ah' and then quickly tensing up the throat muscles as you say 'ah'. /T/ is quite different from /?/, which is simply a complete interrup- tion of speech. The following drills contrast /?/ and /T/ in initial, medial and final positions of the word. Drill 1: Initial Position 1'2! forever, eternity ?ebed £ebed he worshipped need, desire ?eReb £eReb Arabs 32 hope pain he said commander nations hand ?7iiel ?el al ?aal ?aamir ?umem ?iid Tel Taal Laamir 9umem i id work flag excellent; fine populated turbans festival, holiday Drill 2: Medial Position he asked I hope it is disgusting everlasting high-class innocence in my hand you (m.s.) say se?el b eiel bi?rif m?abbad raa?i beRaa?e b?iidi bit?uul seel bea eal bi Trif m 9Tebbed raa Ti beaRaaea bTiidi bituul he coughed I work he knows paved shepherd skill on my holiday you support Drill 3: Final Position he wished soup the letter "b" he came take it easy gaa? mere? baa? jaa? ruu? gaa 9 mere9 baaq_ jaa9 ruuT it no he he spread meaning sold became hungry no meaning /9/ and /H/ are very much with tensed up throat muscles. voiced "ah" while /H/ is based alike, in that they are both based on "ah" The difference is that /9/ is based on a on a whispered (voiceless) "ah". Drill 4: Initial heat he carried condition pregnant; carrying patience Medial sea magic copper he forces his way Muhammad /9/ Hamm Hemel Haal Haamil Hilm 9Temm Temel Taal Taamil 9ilm uncle work fine worker science ba Ha r siHir nHaas biHaalir mHenmemd beTer sitir nTaas biTaatir mWammed dung price sleepiness he associates with baptized Final he allows bism H bi sme9? he hears 33 it he he emanated (fragrance) expl aitned goes home faaH -ar H birawwiH faa~ b ir -ww~ he rose against he started it is frightening 2. Elision of /i/ and /u/ Arabic vowels are remarkably stable in that they are always pronounced as they are spelled. The vowels /i/ and /u/ are elided (not pronounced), how- ever, under certain conditions. Compare: ?ibin 'son' ?ibni 'my son' ?usum ?usmu 'name 'his name' taal it taalte 'third' (m.) 'third' (f.) The short vowels /i/ and /u/ are always elided when unstressed unless elision would result in a two-consonant cluster at the end of the word or a three-consonant cluster elsewhere. Thus, given the masculine /xaamis/ 'fifth', if we add the feminine marker /-e/ we get /xaamise/; elision of /i/ will leave /ms/ in the interior of the word, which is "permissible": the correct form is /xaamse/. In /?Ibinhe/, however, omission of the unstressed /i/ would result in a three-consonant cluster, so it is not elided. Double consonants constitute a special case: a cluster of three con- sonants is acceptable if the first two are identical. Compare: mTellim 'teacher (m.)' mTellme 'teacher (f.)' Here the elision of unstressed /i/ results in the permissible cluster /-llm-/, which is pronounced /-lm-/. That is, /mTellme/ is pronounced /mealmie/ but spelled with two /1/'s to show its structure. This is important because the double consonant will "reappear" as such in other forms, e.g. /mTellimti/ 'my teacher'. D. Grammar 1. Masculine and Feminine of Adjectives Nouns are either masculine or feminine, as discussed in Lesson Three (page 21). Adjectives have two forms, one masculine and one feminine, as follows: a. weledhum-i-kbiir. binthum-i-kbiire. b. he-1beet-i-mniiH. he-lmedrese mniiHe. c. lbenk-i-leRabi bTiid. ljaamTae-?urduniyye b~iide. 'Their son is big.' 'Their daughter is big.' 'This house is fine.' 'Thits school is good.' 'The Arab Bank is far away. 'The Jordanian University is far away. 34 The rules for forming a feminine adjective from a masculine one as in a.b. c. above are fairly straightforward; they are as follows: (a) Most adjectives add /-e/ to the masculine to form the feminine, e.go kbiir - kbiire 'big, large, old' biid - bTiide 'far, distant' sTilid - se~Tiide 'happy' xaamis - xaamse 'fifth' taani - taanye second' Note that the /i/ of /taani/ becomes /y/ before a vowel, and that the /i/ of /xaamis/ is lost altogether in the feminine (See Elision of /i/, p. 34). (b) Adjectives ending in consonants spelled with capital letters, e.g. H, R, S, etc. or /T/ add /-e/ for the feminine, e.g. mniiH - mniiHe 'good, fine' RaabiT - Raab e 'fourth' (c) If the masculine ends in /-i/ the feminine adds /-yye/ to that, e.g. TeRabi - TaeRebiyye 'Arab' ?urduni - ?urduniyye 'Jordanian' btidaa?i - btidaa?iyye 'elementary' Oaanewi - Oaanewiyye 'secondary' The adjective /taani/ 'second' belongs in group (a) above. These rules take care of most of the adjectives in the language. There are a few additional rules, as for example the feminine of /?awwel/, which will be given later. 2. The Definite Article The definite article is pronounced /?il-, il-, 1-/ when it is prefixed to words beginning with any of the following consonants: ?, b, x, 9, f, q, k, m, h, w, y, g, H, e.g. /medrese/ 'school', /lmadrese/ 'the school', /fi-lmedrese/ 'at school' Note, however, that when the definite article comes before a word be- ginning with one of the following consonants; 0, t, j, d, r, z, s, , 1, n, S, D, T, the /1/ of the definite article is pronounced not /1/ but like the first consonant of the word to which it is prefixed (i.e. the first consonant of that word is pronounced double) as in /tilmiiz/ '(male) student', /ttilmiiz/ 'the (maleY student'. 35 3. Noun-Adjective Phrases Compare the following: a. lweled-i-kbiir. 'The boy is big.' b. lweled-likbiir 'the older boy' (a) is an equational sentence with subject and predicate, while (b) is a phrase consisting of a noun and a modifying adjective. The difference is that /kbiir/ as the predicate of (a) is indefinite while /likbiir/, the modi- fying adjective of (b), has the definite article. (b) is a noun-adjective phrase: a phrase containing a noun and a following adjective which modifies it. The adjective agrees with the noun in gender, number and definiteness (that is, if the noun is definite so is the adjective; otherwise both are indefinite). Further illustrations: ljaamTe-l?urduniyye 'the Jordanian University' ljaamTe ?urduniyye. 'The university is Jordanian.' lbint-likbiire 'the oldest girl' 1bint-i-kbiire. 'The girl is old.' bint-i-kbiire 'a big girl' Drill 5: Translate the following into English: 1. Imedrese-eeaanewiyye 2. lmedrese eaanewiyyeo 3. lmaktebe kbiire. 4. ljaamTe-lIeRebiyye kbiire. 5. Ibeet-i-bTiid. 6. huwwe-lwaled-ilxaamis. 7. lbenk-ilTeRebi kbiir-i-ktiir. 4. The Noun Construct Both English and Arabic have noun constructs: constructions of two nouns wherein one modifies the other in some way. In an English construct, for example "telephone book", the first noun is usually stressed and it modi- fies the second noun. Any additional modifiers must precede the construct as a whole, since constructs are not to be separated: "a big new telephone book". In the Arabic construct, for example /Teelt-il?ustaaz/ 'the professor's family', the following rules apply: a. The first noun cannot take the definite article; the second noun may take the article or not, depending on the desired meaning. b. Any modifier of either noun must follow the construct as a whole, since the construct cannot be separated. 36 c. The meaning of the construct illustrated here is possessed and pos- sessor: 'the family of the professor'. Other meanings will be illus- trated later. d. If the first noun is one which ends in a feminine suffix -- i.e., /-e/ or /-e/ -- then this vowel of the feminine is replaced by /t/: Teele Teel t-i 1 ?ustaaz me ktebe me ktebt-i 1 jaam e medrese medrest-i 1 benaat mTe llme mSellmit yuusif 'a family' 'the professor's family' 'library' 'the university library' 'a school' 'the girl's school' 'teacher' 'Yusif's teacher' Other nouns show no change, e.g. sitt-i l beet beet-l imTel 1 im benk suuriyye wlubnaan 'the lady of the house' 'the teacher's house' 'the Bank of Syria and Lebanon' Drill 6: Substitution (a) Model: ?ibn-il?ustaaz ?eTabbaas 'Professor Abbas' son' dektooR, beet, bank, wlaad, ?elem, ktaab (b) Model: (c) Mixed: Teelt-il?ustaaz £eabbaas 'Professor Abbas' family.' mektebe, medrese, sikirteeRe, tilmiize, jaamTe dektooR, waled, tilmiize, druus, wizaare. 5. The Feminine Marker plus Suffixes The feminine markers /-e/ and /-e/ on feminine nouns are replaced by /t/ on a noun which is the first noun of a noun construct (see Section 4 above); they are also replaced by /t/ when the word receives any suffix, as for ex- ample, suffixed pronouns: feel e mdrese mel me sikirteeRea 'family' 'school' 'teacher'------ 'secretary' --- Teelti medrestu mTell 1imthe/mTel Imi the sikirteeRtak 'my family' 'his school 'her teacher' 'your secre- tary' 6. Counting Nouns Nouns in Palestinian Arabic have three numbers; singular (one item), dual 37 (two items) and plural (three items or more), a, Singqular, The singular noun without the article, e,g, /beet/, can be translated in any of three ways, as most appropriate to the context: beet " house ' 'a house' 'one house' There is no Arabic equivalent for the English indefinite article 'a, an'; and the Arabic numeral for 'one' is not normally used with nouns. Thus the Arabic indefinite noun has these three possible translations. Illustrations: Lindek wlaad? findi bint. 'Do you have any children?' 'I have one daughter.' or 'I have a daughter.' b. Dual. The dual is formed by suffixing /-een/ to the singular; if the singular ends in a feminine marker the marker is changed to /t/. Illust- rations: weled bint medrese mTel lIme Drill 7: Give bint Teele ktaab ?usum '(one) boy' - '(one) girl' - '(one) school'- '(one woman) - teacher' the dual of: wel edeen binteen med res teen mTellimteen 'two 'two 'two 'two boys' girls' schools' (women) teachers' medrese dektooR mellim ?ustaaz bee t ?al am ?elemn mtel lIme maktebe bank weled mh en dis wi zaaRa c. Plural. The numerals /telet/ 'three' and /?eRbe?/ 'four' are fol- lowed by plural nouns. For example: telet xewaat ?eRbea benaat 'three sisters' 'four girls' Note that the second vowel /a/ of /telet/ may be deleted before the helping vowel /-i-/ if the following noun starts with a cluster of two consonants. For example: /tel et-i -druus/teal t-i -druus/ /telet-i-wlaad/teal t-i-wlaad/ 'three lessons' 'three boys' E. General Drills Drill 8: Transformation: Equational Sentence ----> Noun Phrase 38 Model: lwel1ed-i-kbiir--- 'The boy is big. 1 bint-i-mniiHe lbeet-i-b?iid, lwi zaaRe kbitre., Twe 1d.l i kb i i r 'the big boy' ljaamTe £eRebiyye, ssikirteeRe seiide. limhendis ?urduni. Drill 9: Conjugation (a) Model: huwwe: ?ene ?i nte nediime seliim Tindu weled. ?inti hiyye l?ustaaz ddektooRe 'He has a boy. humme ?iHne ?intu limTellim (b) Repeat the same items above using /?il-/ instead of /Tind-/ Model: huwwe: ?ilu weled. Drill 10: Translation 1. 2. 3. 4. 5. 6. 7. He has a good secretary. Her daughter is a student in secondary school. Our doctor is from Jerusalem. The Jordanian University is in Amman. Your (pl.) son is very good at school. Her daughter is a secretary at the Ministry of Education. His oldest son is a teacner in an elementary school. F. Conversations 1. Cathy : j emi i 1 e: Cathy : j emi i 1 e: Cathy : jemi i 1 e: 2. Tumer selwe Tumer selwe Tumer selwe Tumer selwe Tumer Teeltik hoon ye jemiile? 1 e?. weenhe? fi Tenmmaan. ?inti min Temmaan? le? . ?ene min-il?uds. meRHebe ye selwe. meRHebe. miin he-ssitt? haadi mealImitne. Tindhe wlaad? ?eywe. Tindhe weled wbint. ?{binhe fi-lmedrese? le?. ?{binhe nhendis fi wizaaRt-ilkehRebe. wbinthe ween? 39 saiwe :bintlie sikirteeRe filbenk. 3. kaami'l s aal 1'T"M kaamil saal ii k a ami 1 saal iTI miin haadio-ibint? hiaadi bint-i-ddektooR Tednaan. gu ?isunihe? £indu benaat kemaan? G.Re vi*ew 1 . 2. 3. 4. 5. 6. 7. 8. 9. 10. ween £eelt-i-limhendis £ebbaas? ween 'eeltek ye_______ w?inti ye ween Leeltik? £ebbaas mhendis ween? ?inte rnellim fi-1jaamc~e-?urduniyye ye___ ?inti tilmiize fi-1jaam~Pe ye_______ ki if-di Raasti k? Ointe yerm ii H.f i-Thendrese? Lindek dektooR ye______ gu ?usmu? 40 dders-issaadi s A. NNeSS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 1 ayle: Tume R: 1 eyle: TumeR: leyle: TumeR: 1 eyle: T'umeR: 1 eyle: umeR: leyle: TumeR: l eyle: been leyle wumeR ween derest ?ingliizi ye TumeR? fi lubnaan. fi ?eyy medrese? fi-1j aamTae- 1 ?emeerkaaniyye. w-beTdeen §u Tmilt? jiit T1le ?emeerke. w-?inti feen deresti TeRebi? fi jaamet Harvard. ?ekem sene deresti hunaak? senteen. wbedeen §u Tmilti? rjit teale Detroit. ?inti min Detroit? le?. ?ene min-i-Flint. A. Text: 1. 2. 3. 4. 5. 6. Layla: Omar : Layla: Omar : Layla: Omar : Between Layla and Omar Where did you study English, Omar? In Lebanon. At what school? At the American University. And then what did you do? I came to the States. And where did you study Arabic? 41 7. 8. 9. 10. 11. 12. 13. Layla: Omar : Layla: Omar : Layla: Omar : Layla: At Harvard University. How many years did you study there? Two ("two years"). And then what did you do? I came back to Detroit. Are you from Detroit? No. I'm from Flint. B. Vocabulary saadis (m.) been darest ?ingliizi (m.) ?eyy badeen Tmilt jiit Tele feen (= ween) deresti TeRebi (m.) ?ekem (foll. by sing. noun) sene (f.) hunaak rjict sixth between, among you (m.s.) studied English; the English language which? what...? afterwards, after that, then you (m.s.) did; you made; you worked I came to where? you (f.s.) studied the Arabic language; Arabic how many? year there I returned, came back, went back Additional Vocabulary neaem frensaawi (m.) ?eLMaaNi (m.) taariix (m.) ?eLMaaNye (f.) hendese (f.) siyaase (f.) ziRaaTe (f.) yes French German history Germany engineering; geometry politics agriculture Vocabulary Note 1. /l @Rebi/ 'the Arabic language' Names of languages in Arabic regularly have the definite /lIeRebi/ 'Arabic (language)', /l?ingliizi/ 'English', etc. following a verb, however, the article may be dropped, as in hunaak?/ with no change in meaning. article, as As an object /derestu TeRebi 42 2. /?eyw/ and /neam/ /?eywe/ and /nevem/ are both used interchangeably to mean "yes", a positive affirmation in response to a question. /nTa7m/, however, has the additional meaning of agreement or rapport; that is, it is used to show that the speaker is listening to what the other person is saying. In this meaning it corresponds to the English "Yes, yes, go on, I'm listening."; it also corresponds to "what?" in response to a question that you want repeated. Look at the following English dialogue: John : "Peter" Peter: "Yes?" John : "Come here a minute." /neem/ corresponds to this "Yes?"; it is, in Arabic, a very polite and very common expression. C. Pronunciation /9/ and I/r/ Some students tend to hear /T/ as /r/; this is natural, since English "r" and Arabic /T/ are both based on the vowel "uh" ("u" in "butter"). The following drills contrast the two consonants. Drill 1. a. Initial position he replied redd - Sedd he counted he threw reme - Teme blindness leg; foot rijil - Tfijil calf (boy's name) Raani - Taani (boy's name) feathers riig - ?ii live! b. Medial position cold bard - bed after rose; flower ward - w@Td promise street aari? - 9aafir poet roses; flowers wruud - wfuud promises mail, post bariid - bGVTiid far c. Final position span of the hand gibir - gibiT he became satisfied bar baaR - baa he sold well, spring biir - bii sell! he scolded Merter - ietfe? it glittered 43 D. Grammar 1. The Interrogatives /?akem/, /?eyy/ and /feen/ a. /?akem sene/ 'how many years?' /?ekam/ is an interrogative noun which makes the sentence it is found in a question (see Lesson 3, p.19). Followed by a noun in the singular it means "how many?". Illustrations: ?eknem sane? 'how many years?' ?akem tilmiiz? 'how many students?' ?akem weled Lindek? 'How many children do you have?' fi ?ekem medrese derest? 'How many schools have you studied in?' b. /?eyy medrese?/ 'which school?' /?eyy/ also is an interrogative noun; it forms a noun construct with a following indefinite singular noun meaning "which...? what...?" or with a plural definite noun meaning "which of...?" Illustrations: ?eyy weled? 'which boy?' ?eyy bint? 'which girl?' ?eyy-ilxewaat? 'which of the sisters?' Followed by a plural noun it can mean either "which one?" or "which ones?"; thus the last phrase above can mean either "which one of the sisters?" or "which ones of the sisters?" c. /feen/ 'where?' /feen/ is a synonym of /ween/; both are common, but /feen/ is more typical of urban speech. 2. Perfect Tense of the Verb Palestinian Arabic has two tenses, the Perfect and the Imperfect. In this lesson we have three forms of the perfect, the forms corresponding to the pronouns /?ene/, /?inte/ and /?inti/. In the perfect tense the /?ene/ and /?inte/ forms are identical, so that only two distinct forms are involved here. ?ene / ?inte darest 'I/you (m.s.) studied' Tmilt 'I/you did' jiit 'I/you came' rji t 'I/you returned' ?inti deresti 'you (f.s.) studied' Smilti 'you did' 44 In analyzing these forms we see that a perfect tense verb ending in /-t/ is either first person singular (= ?ana) or second person masculine singular (= ?inte), and that a perfect verb ending in /-ti/ is second person feminine singular (= ?inti). The /?inti/ forms of the other verbs are jiiti 'you (f.s.) came' rjitti 'you (f.s.) returned' The perfect tense denotes a completed act; it has three possible translations in English: S'I studied' derest 'I have studied' L 'I did study' Illustrations of these translations are derest-ilUeRabi b-lubnaan. 'I studied Arabic in Lebanon.' darest-i-druusi-lyoom 'I've studied my lessons today.' darest dersak-ilyoom? 'Did you study your lesson today?' (or: 'Have you studied your lesson today?') The selection of the proper translation will of course depend on the context. Drill 2. Conjugation a. ?ene darest fi beruut. ?inte ?inti b. ?ane milt fi-lmaktabe. ?inte ?inti c. ?inte rjit ?Tele ?emeerke ?inti 'I studied in Beirut.' 'I worked at the library.' . 'You returned to America. E. General Drills Drill 3. Double Substitution Model: T: S1" S2" ?ingliizi l?urdun feen darest ?ingliizi? 'Where did you study English?' darest fi-l?urdun. 'I studied in Jordan.' taariix fransaawi ?eLMaaNi ?ingliizi TaeRabi hendese siyaase ziraaTe suuriyya farense Flint ?emeerke beruut 99aam ?eLMaaNye California 45 Drill 4. Transformation with cues Model: haadi jaamTe. ?urduni 'This is a university.' 'Jordan' haadi jaamTe ?urduniyye. 'This is a Jordanian university.' haadi dektooR haadi maktabe haadi tilmiize haadi madrese taani taalit btidaa?i oaanawi haadi sitt haadi bint haadi Seele haadi mTellme fransaawi ?aLMaaNi eRebi mniiH Drill 5. Double Substitution Model: T: S1: S: Tammaan - l?urdun feen T~emmaan? 'Where is Amman?' Tammaan fi-l?urdun. 'Amman is in Jordan.' leyle - aam Tebbaas - lubnaan Tumer - lmektabe ?ibnu - lbeet l?ustaaz - lmedrese lbint - ljaamTe ssikirteeRe - lbenk limTellme - likweet limhendis - Cincinnati ddektooR - Canada Drill 6. Forming questions using: ?ekem, ?eyy, feen. Model: a. T: S: ?ilu weledeen. 'He has two boys.' ?ekam weled ?ilu? 'How many boys does he have?' Tindhe telet banaat. ?ilhum ?eRbeT-i-wlaad. ?ilne dektooReen. Tindi ?elemeen. Tindek tilmiizteen. Model: b. T: darest fi-madrese Oaanewiyye. 'I studied in a secondary school.' S: fi ?eyy madrese darest? 'In which school did you study?' imilt fi-lbenk-i-IeRebi. daresti fi-medrese-btidaa?iyye. Tmilti fi-jaamae TeRebiyye. darest fi-mektebe mniiH . Model: c. T: S: dektooRu fi-feranse. 'His doctor is in France.' feen dektooRu? 'Where is his doctor?' ?ustaazne min liibye. ssikirteeRe fi-lbenk. ?fbinhe fi-Flint. naadye min immaan. ktaabhe fi-lbeet. 46 Drill 7. Translation-Substitution Model: l?ustaaz seliim fi beruut. T: their doctor S: dektooRhum fi-beruut. our teacher my secretary Layla's family your (pl.) son my book the Arab Bank 'Professor Salim is in Beirut.' 'Their doctor is in Beirut.' the American University Omar's daughter the Ministry of Electricity the Arab University their teacher (f.) the Ministry of Education F. Conversations 1. feriid: Nancy : feriid: Nancy : feriid: Nancy : feriid: Nancy : feri i d: 2. leyle : Heliim: layle : Heliim: lyleyl : Heaiiim: leyle : Heliim: leyle a Heliim: 3. semiir: TumeR : semi ir: TumeR : semi i r: TumeR : semi i r: TumeR : semiir: TumeR : meRHebe ye Nancy . meRHebe. kiif Haalik? lHemdille. w?inte kiifek? mniiH-i-ktiir. ?inte min suuriyye ye feriid? le?. ?ene mni-l?urdun. darest fi Temmaan? ?eywe. derest fi madrese Oaanewiyye hunaak. fi ?eyy jaamTe darest ye Heliim? fi jaamTet Michigan State. ?ekem sene derest ziRaaTae? telt-i-sniin. kiif jaamTet Michigan State? mniiHe ktiir. w?inti ween deresti siyaase? fi-ljaamTae-1?ameerkaaniyye fi beruut. ween ?inti mTellme-lyoom? fi wizaaRit-itterbiye-l?urduniyye. w-?inte mhendis ween? fi wlzaaRit-ilkehRebe- lubnaaniyye. mese-lxeer ye TumeR. mese-Ixeer. kiif Haalak-ilyoom? mniiH. w-kiif-il teele? 1Hemdille. bintkum mune fi-likweet? 1e?. feen hiyye-lyoom? mTellme fi Temmaan. G. Review 1. mese-lxeer yea 2. feen derest ?ingliizi ye 3. w?inte ye , feen derest TaeRebl? 4. gu ?usmik ye sitt? 47 5. min feen ?inti? 6. deresti LeRebi fi beruut? 7. fi ?eyy medrese eaanewiyye derest ye __ 8. wbecideen 9U STmilt? 9. w?inti ye ___feen deresti? 10. ?ekem sene derest ?ingliizi? 11. wOekem sane deresti LeRebi? 12. deresti fi jaam'~et Columbia ye __ ?_ 13. ?ilik dektooR ye __? 14. min feen huwwe? 15. w?inte ye ___,?ilk dektooR? 16. ?ekem-i-ktaab ?indik ye 17. w?inte ye __, ?ekem ?e'lam Lindek? 48 dders-issaabi T? A. NNeSS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. SebRi : William: SebRi : William: SabRi : William: SabRi : William: SabRi : Will iam: William fi maSiR ?eemte saafert Tele MeSiR ye William? ?abil sane. saafart la-waHdek? le?. saafart mea-i-tneen min Saffne. kiif saafartu le-hunaak? saafarna bi-lbaaxRa. su Tmiltu lemma wSiltu MaSiR? RuHna Tala ?uteel-ilHilton. Tu suftu fi MaSiR? ufna-l?aehRaam wi-tfaRRejna ele meHellaat-i-ktiire, wkemaan zurna markez taliim-ilTaRebi. tTeRRaftu Tale naas hunaak? ?eywe, tTeRRefne Tale naas lubnaaniyyiin w-suuriyyiin w-?esaatze MaSRiyyiin. 11. SabRi : 12. William Lesson Seven A. 1. 2. 3. 4. 5. 6. 7. Text: Sabri William: Sabri: William: Sabri: William: Sabri: William in Egypt When did you go ("travel") to Egypt, William? A year ago. Did you go alone? No. I went with two students of our class. How did you travel there? We went by ship. What did you do when you arrived in Egypt? 49 8. William: We went to the Hilton Hotel. 9. Sabri: What did you see in Egypt? 10. William: We saw the Pyramids and looked at many places. And also we visited the Arabic Teaching Center. 11. Sabri: Did you meet people there? 12. William: Yes. We met Lebanese and Syrian people and Egyptian professors. B. Vocabulary saabi T(m.) MaSi R / MeSR- (f.) ?eemte saafert ?ebi 1 1 a weHdek mea tneen (f. tinteen) Seff (m) saafertu bi- baaxRe (f.) Tmil tu Slemme wSiltu RuHne Te (variant of ?Tele) ?uteel (m) ?uteel-ilHilton auftu gufne S?ehRaam tfeRRejne Tale maHellaat (pl.) ktiire zurne markaz (m) te?liim (m) tTeRReftu Tale naas (pl.) lubnaaniyyiin (pl.) suuriyyiin (pl.) ?esaatze (pl. of ?ustaaz) MeSRiyyiin/ MeSaaRwe (pl.) seventh Egypt when? you (m.s.) traveled before; ago by yourself (m.s.), alone with (accompaniment) two class; classroom you (pl.) traveled to by means of, by ship, boat you (pl.) did, made, worked when, at the time that you (pl.) arrived at, reached we went to hotel the Hilton Hotel you (pl.) saw we saw the Pyramids we looked at, watched places; shops, stores many we visited center instruction, teaching you (pl.) met, got to know people Lebanese Syrians teachers Egyptians Additional Vocabulary ?ibin ?eReb (pl. wlaad ?eReb; f. bint ?eReb; pl. benaat ?eReb) yoom (m.) an Arab day 50 Vocabulary Note 1. Names of languages in Arabic regularly have the definite article, as /leRabi/ 'Arabic (language)', /l?ingliizi/ 'English', etc. As an object following a verb, however, the article may be dropped, as in /deraest TeRabi hunaak?/, with no change in meaning. C. Pronunciation 1. Voicing You may have noticed that /?esaatze/ 'professors' is actually pro- nounced /?esaadze/; this pronunciation change is common enough in Pales- tinian Arabic to merit a note. To explain this, it is first necessary to explain voicing. Pronounce a long "s": ssssss. Now pronounce a long "z": zzzzzz. You will note that the only difference between s and z is a buzzing that accompanies z. This becomes more obvious if you produce these two sounds while laying the palm of your hand on your head, or while holding your windpipe, or even blocking up your ears. The "buzzing" you get with z is the vibrating of the vocal cords in your throat; the technical term for this effect is voicing; z is described as voiced (with voicing) and s as voiceless. All consonants and vowels are either voiceless or voiced. If you produce f-v, sh-zh ("'s" in 'measure'), th (as in 'think') - th (as in 'this'), you will find that these also are, respectively, voiceless-voiced pairs. Voiceless-voiced pairs like t-d are harder to classify since they cannot be pronounced without vowels; but if you pronounce them in frames, "a s" for voiceless and "a z" for voiced, you can easily classify them. For example, you can easily say "ats", but you cannot say "atz" without changing it either to "adz" or "ats". Since "t" goes only with "s", it, like "s", is voiceless. Similarly, you will find that "d" goes with "az" without change, and so is voiced. When a voiced and a voiceless consonant come together, like /tz/ in /?esaatze/ (note the t in the singular /?ustaaz/), the first one becomes like the second one, giving /?esaadze/. This making one sound more similar to another is called assimilation, and in this case /t/ is said to be assimilated to /z/ in voicing. One might logically ask, "If /?esaatze/ is pronounced /?asaadze/ why not spell it so?" The first spelling is retained to show the relationship of this word to its singular form; that is, both /?ustaaz/ and /?esaatze/ contain /? s t z/ in that order, and this spelling preserves that relation- ship. Since, on the other hand, assimilation in voicing of one consonant to an immediately following one is a regular and automatic process in Arabic, it is really not necessary to respell the word every time it happens. You are expected, therefore, to recognize this and to pronounce the words properly yourself. 51 2. IS/ and /s/. Arabic /s/ is essentially like English "s", so that the lower case English consonant may be used for the Arabic one. (The difference is that for the Arabic /s/ the tip of the tongue is just at the upper teeth, while for English "s" the tongue is a bit further back.) Arabic /S/, however, is quite different from /s/ and "s"; it is an "s" pronounced with the back of the tongue also tensed and raised up a bit in the back of the mouth; this raising of the back of the tongue gives a "dark" quality called pharyngeal- ization. It is possible to hear a difference in /s/ and /S/ as your teacher pronounces it in isolation; /s/ is higher pitched, while /S/ is pitched quite lower. The most spectacular difference between /s/ and /S/ is in the effect they have on adjacent vowels. Listen to your teacher pronounce the follow- ing pairs: /s/ /S/ he left (s.o., s.th.) saab Saab he hit it flowed saal SaaL (Tale) he attacked (s.o.) Sam saam SaaM he fasted The vowel /aa/ when adjacent to /s/ is pronounced like "a'' in English "cad", a vowel pronounced in the front of the mouth. Next to /S/, however, /aa/ has the value of "a" in "father", a vowel pronounced farther back in the mouth. That is, the pharyngealized /S/ makes /aa/ also more back in the mouth. This effect on the vowel is so important that if you pronounce the vowel correctly your consonant will be understood correctly. That is, pronounce /saad/ like English "sad" and /Saad/ like English "sod" and you will have no trouble in being understood. /e/ next to /s/ is like "u" in "cut" but bordering on "e" in "bet"; next to /S/ it is more like "o" in "cot", i.e., more back in the mouth. It is, of course, quite short in duration in any case. The effect of pharyngealization on other vowels is less striking. /siin/ is pronounced like English "seen" or "scene" but in /Siin/ the vowel has a short transition vowel /9/, i.e., /eaii/. Thus /Siin/ is pronounced [Seiin]. With /ee/, /oo/ and /uu/ there is a tenseness in the production of the vowel when adjacent to a pharyngealized consonant; with exposure you will learn to detect the difference and, after careful imitation, to produce it correctly. Pharyngealized consonants are spelled as capital letters. We have had the following so far: /S/ and /R/; the other pharyngealized consonants are /L/, /M/, /N/, /T/, /D/ and /Z/. These consonants have the same effect on adjacent vowels as /S/. /H/, like //, is a pharyngeal rather than a pharyngealized consonant; next to these two consonants /e/ and /aa/ are pronounced back in the mouth but not as far back as when adjacent to pharyngeal ized consonants. 52 Drill 1. /s/ vs /S! in initial position. he insulted dam tri p tooth insult! pulling wall sword sebb - Sebb sadd - SeDD safre - SafRea sinn - SiNN subb - Subb saaHib - SaaHib suur - SuuR seef - Seef he poured he repelled yellow no meaning pour'. friend Tyre summer Drill 2. Medial position. he smiled he sharpens happy he leaves he walks she touched he jokes long stick besem - beSeM bisinn - biSiNN mesruur - MeSRuuR bisiib - biSiib bisiir - biSiiR messet - MeSSet bifessil - bifeSSiL messaas - MeSSaaS he stamped it buzzes tied up he hits he becomes she sucked he measures sucker Drill 3. Final position. enough; but he touched he kissed licorice he whispered bass - mass - baas - suus - weswes beSS meSS baaS SuuS - waSweS he looked he sucked bus chick no meaning D. Grammar 1. Perfect Tense Verb - Plurals In this lesson we learn the verb endings for the first and se- cond person plural in the perfect tense: saaferne saafertu 'we traveled' 'you traveled' The inflectional suffix for /?iHne/ is /-ne/, as seen also on /RuHne/, /tTellemne/, / ufne/, /zurne/, /tfaRRejne £ele/ and /tTeRRefna Lele/. The second person plural suffix /-tu/ is seen in /?miltu/, /wSiltu/ and derestu/. This second plural suffix has no distinction of gender, so that it is the plural of both masculine /?inte/ and feminine /?inti/. The singular-plural correlations are: First person Second masc. Second fem. Singular darest deres t dares ti Plural derasne derestu 53 The part of the verb common to all these forms, /deres-/, underlined in the words above, is called the stem of the word, to which have been added the inflectional suffixes which indicate the person, number and, in some cases, gender of the subject. Thus, the stem of /RuHng/ is /RuH-/ and that of /tellemnG/ is /tTellem-/. Drill 4. Repetition. ?ane : saafert RuHt wSilt tTellemt ?inte : saafert RuHt wSilt tTellemt ?inti : saaferti RuHti wSilti t allemti ?intu : saafertu RuHtu wSiltu t'allamtu ?iHne : saaferne RuHne wSilne tTellemne 2. Nisba Adjectives Compare the following Arabic and English pairs of words. base adjective base adjective meSiR - meSRi Egypt - Egyptian l?urdun - ?urduni Jordan - Jordanian likweet - kweeti Kuwait - Kuwaiti ?emeerke - ?emeerkaani America - American ?eLMaaNye- ?eLMaaNi Germany - German In both sets of pairs the second word is an adjective derived from the first word, and means "of or pertaining to (base word)". In the Eng- lish examples the suffixes "-ian", "-n", "-ary" as well as vowel change are used; other possibilities are "-an" (Roman), "-ist" (Maoist), "-ical" (historical), etc. Arabic has one suffix for all of these, tne suffix /-i/ (feminine /-iyye/) as seen in the examples above. It is referred to by its Arabic term "nisba", a word which means "relationship". The basic form of the masculine is /-i/, which is added without change to a word ending in a consonant; the definite article on the original noun is, of course, omitted on the adjective: l?urdun - ?urduni 'Jordan' - 'Jordanian' lubnaan - lubnaani 'Lebanon' - 'Lebanese' tuunis - tuunsi 'Tunisia' - 'Tunisian' 99aam - gaami 'Damascus' - 'Damascene' If the base word ends in a feminine marker (/-e/ or /-e/) this marker is omitted and then /-i/ is added: medrese - medresi 'school' - 'school (adj.)', 'scholastic' as in ssene-lmedresiyye 'the school year' If the base word ends in /-ye/ or /-iyye/, these are cut off and then /-i/ is added, e.g., 54 ?eLMaaNye liibye suuriyye - ?eLMaaNi - liibi - suuri 'Germany' 'Libya' 'Syri a' 'German' 'Libyan' 'Syrian' The following words are special cases replacing the final vowel with /-ewi/ (fem. /-ewiyye/) or /-aawi/ (fem. /-aawiyye): sene taani ferense senewi taanewi frensaawi 'year' 'second' 'France' 'yearly, annual 'secondary' 'French' The masculine plural of the nisba adjective changes /-i/ to /-iyyiin/, as in ?esaat*ze MeSRiyyiin wlaad lubnaaniyyiin 'Egyptian professors' 'Lebanese children' A common alternate plural of/MeSRi/, in addition to /MeSRiyyiin/, is /MeSaaRwe/. The latter plural is probably more commonly used alone, as a noun. Certain nisba adjectives of nationality have irregular masculine plurals: the plural of /TeRebi/ is /TeReb/ and the plural of /?ingliizi/ is /?ingliiz/, while the plural of /?emeerkaani/ is /?emeerkaan/. 1?esaatze lVeReb humme wlaad ?ingliiz. ?esaatze ?emeerkaan 'the Arab 'They are 'American professors English children. professors' 3. Agreement: Human Plurals and Duals We have had examples of feminine singular adjectives modifying non- human plural nouns, namely /ddruus-i-mniiHle/ 'The lessons are good' and /meHellaat-i-ktiire/ 'many places'. In this lesson we see that human plurals are modified by plural adjectives: wlaad ?emeerkaan ?esaatze meSRiyyiin weledeen ?urduniyyiin 1 ?ustaazeen 1 aReb benkeen merkeziyyiin 'American boys' 'Egyptian professors' 'two Jordanian boys' 'the two Arab professors' 'two central banks' The dual of any noun, human or non-human, generally takes plural agreement. 4. /tTeRRefne Tele/ 'we met' English verbs may be followed by a direct object, e.g., "take" in "I'll take the tapes today", or they may be used with prepositions or adverbs, like for example the verb phrases "take in, take out, take to, take up, take after, take along", etc., in their various literal and figur- ative meanings. A few verbs occur only with a preposition and an object, like "rely on". Similar verbal phrases exist in Arabic, though perhaps not as commonly as in English. Thus, /derest/ 'I studied' is followed by 55 a direct object, but /tTaRReft Tale/ 'I became acquainted with, I met' can be used in Arabic only with the preposition and object. There are other verbs that, like English "take", have a certain meaning with a pre- position and a quite different meaning without that preposition or with a different preposition. Verbs are listed in the vocabulary sections together with the preposi- tion that goes with a particular meaning. It is essential for you to memorize each verb with its preposition, and to note the various possible English translations, e.g., /teRReft Tele/ can be translated "I became acquainted with", where it has a preposition, or "I got to know" or "I met", where a direct object follows. Similarly, /wSiltu/ translated "you arrived" takes "at" before the object, but translated "you reached" it takes a direct object: "You arrived at Cairo", "You reached Cairo." 5. Interlocking Constructs The English phrase "Arabic Instruction Center" is a noun construct consisting of a noun "Center" and another noun construct, "Arabic Instruc- tion". It is equivalent to "Center for Arabic Instruction", or "Center for the Teaching of Arabic". Such constructs can be even longer, e.g., "Arabic Instruction Center personnel". The Arabic equivalent, /merkez teliim-ilTeRebi/, similarly is an interlocking construct consisting of /merkaz/ 'center' and /teiliim-ilTeRebi/ 'the teaching of Arabic'. These constructs can be several words long; the only rule is that only the last noun in the construct may take the definite article or a suffixed pronoun, and any adjective modifiers must follow the entire construction. 6. Adverbs True adverbs, like /hunaak/ 'there' and /kamaan/ 'also' are relatively rare as a class in Arabic. Adverbial expressions of manner, like "well", "quickly", etc., are expressed by adjectives, prepositional phrases, etc. In the sentence /tTallemne aeRebi mniiH/ 'We learned Arabic well', the adjective /mniiH/ 'good' modifies the verb, and so is translated by the adverb "well". Similarly, the adjective /ktiir/ means "much" when it modifies a singular noun or "many" when it modifies a plural noun. Note that the singular form /ktiir/ is used with plural nouns in noun-adjective phrases, e.g. /naas-i-ktiir/ "many people". When it is used as an adverb, however, it means "very", as in /mniiH-i-ktiir/ "very good", /biid-i-ktiir/ "very far", /saaferne ktiir/ "we travelled very much", "we travelled a lot". An adjective used as an adverb can only be masculine singular. 56 Drill1 5. Translation 1 . 2. 3. 4. 5. 6. 7. 8. ?us tazhum-i -mniiH. tT@~RReft Toele wlaad £eReb-l-ktiir fi MeSiR. dares t- i-mn i i H- i 1lyoorn. ttilmiize mniiHe ktiir fi-lmadrase. ?ibnek se~iid-i-ktiir. tS~ellamlna frensaawi ktiir fi beriis. jaarnit migigen-i-kbiire ktiir. zurne morkez-i-mniiH. E. -General Drills Drill1 6. Conjugation Model: ?i nte ?eemte saafart Lele beeruut? ?inti, ?ane, ?iHne, ?intu, ?inte Drill 7. Repetition you (M.S. ) 'When did you travel to Beirut?' ?an a ?i nte ?i nti ?intu ?i Hna saafert saafert saaferti saafertu saafarna Ila-waHdi . 1 e-weHdak. 1la-w @H di k. 1 a-w6'Hi dkuni. 1 e-wh'Hidna. Drill1 8. Double Substitution Model: RuHn a To-me rkez ta 1i iim- ilI TRab i 'We went to the Center for Arabic Instruction.'1 ?an@ ?i nti ?inte ?i Hna ?intu ?inti ?an a 1 ?aLMaaNi* 1 ifransaawi l?i'ngl i i zi 1leRebi ttaari ix ssiyaase zzi Raa~a Drill1 9. Double Substitution. Model a.: saafert To'le mqSiR, w-besTdeen derest TeRabi. 'Itraelled to Egypt, and then I studied Arabic. ?inti , ?iHne, ?inte,9 ?intu, ?one Model b.: t~allamt ?eRebi, w-kemaan zurt mHllaat-i-ktiire. 'I learned Arabic and also visited many places.' ?inte, ?intu, ?ene, ?iHne, ?inti 57 Drill 10. Repetition. ?ustaaz-iSSeff merkez-i ttel iim Saff-il?eLMaaNi medrest-il benaat wlaad-ilmedrese Seff-il TeRebi ?uxt-i 1 imTael im beet-iddektooRe Teelt-ittilmiize medrest-i 1 iwl aad mese-lxeer ?ibin-SebRi ?ibin mellim-ilT eRebi sikirteeRit dektooR-ilmedrase Drill 11. Translation - Substitution. Model : zurne mearkaez tealiim-ileRebi. 'We visited the Center for Arabic Instruction.' the house of the teacher of the class. the professor of the English class. the secretary of the University of Michigan. the stores of the doctor's son. the family of Mahmoud's sister. Drill 12. Transformation. Model: TumeR min lubnaan. TumeR lubnaani. feriide min lubnaan. feri i de ubnaaniyye. ineHmuud min beruut. naadye min beruut. SebRi min-il?urdun. mehe min-il?urdun. fewzi min-issudaan. kaamil min suuriyye. keriime min-i-gaam. meryem min feranse. Ruth min ?eLMaaNye. 'Omar is from Lebanon.' 'Omar is Lebanese.' 'Farida is from Lebanon.' 'Farida is Lebanese.' suheylae min-issudaan William min ?emeerke. Nancy min ?eameerke. seliim min liibya. seliime min liibye. Tabbaas min rIeSiR. muniir min tuunis. widaad min ?ameerke. SebRi min liibye. F. Conversations. 1. muniir: seaTiid: muni i r: seTiid: muni i r: seiid: muni i r: seTiid: muniir: se&iid: muni r: saiid: meRHebe ye seaTiid. meRHebe. kiifak? lHemdille. w?inte kiifek? mni iH. ?eemte rjiTt min beruut? ?ebil yoomeen. rji?t leweHdek? le?. rjit me? ?uxti. tellemt ?eRebi hunaak? ?eywe feen? 58 muni i r: sa'ili d: muni i r: fi merkaz t@?liim-i1S~eRebi fi lubnaan. kiif-itta~iiim fi-lmerkez? mniiH-i-ktiir. 2. maHmuud: Cathy: maHmuud: Cathy: rneHmuud: Cathy: m@Hmuud: Cathy: maHmuud: Cathy: maHmuud: Cathy: ?eemte zurti meSi R ye Cathy? ?abil senteen. saaforti bi-lbaaxRe? ?aywa. gu gufti hunaak? uft-i1 ?@hRaam wzurt-iljaam~a-1 ?ereerkaaniyye wkomaan tfoRRojt Tole reHel laat-i-ktiire. t'?eRRefti Tale naas cTeReb? t~aRReft Tole Teele meSRiyye mniiHe ktiir. ?{tbinhum mhendis fi wezaaRit-ilkahreba. Th ?usmu? semiir faReH. ?indhum benaat? £indhum telet banaat. lbint-likbiire sikirteeRe fi merkaz teoPliim-ilT@Rabi. G. Listening Comprehension (on tape) Listen to the passage on tape, and then answer the following questions. 1. ?eemte saafart la MeSiR? 2. ween tS~eRReft Tel-1?ustaaz-issuuri? 3. 9u ?usum-il ?ustaaz? 4. Tindu wlaad? 5. 9u ?usum-ilweled? 6. wilbint 9u ?dsumhe? 7. Tala~ ?eeg-i-tf@RRjt fi MeSiR? 8. ?ela miin-i-tTeRReft hunaak? 9. ?ekem sene derest '?eRabi fi MeSir? 59 dders-ittaamin A. NNeSS fi lubnaan ?ebil 9ehReen saafer Jim w-?uxtu Nancy Tale lubnaan. fi MaTaaR beruut ?aabelu SaDii?hum LuTfi, w-beTdeen RaaHu meu Tela-Ibeet. hediik- illeele tkellamu Tuul-ilwe?t bi-l?eRebi w-sihru sehre mniiHe ktiir. taani yoom,RaaHu me? LuTfi bi-sseyyaaRe Tale beTealbek. hunaak-i-tfeRReju Teale-l?aaOaaR-il?ediime, w-?ekelu ?ekil TeRebi, wi-NBeSeTu ktiir. taalit yoom.,zaaRu-1jaamTae-1?emeerkaaniyye fi beruut, w-beTd-iDDuhur RaaHu Tele 9eTT-ilbeHeR. bed ?usbuuT weddeet Nancy w?axuuhe Jim SeDii?hum LuTfi wTeeltu wrijTu biTTayyaaRe eTale ?emeerke. Lesson Eight A. Text In Lebanon Two months ago, Jim and his sister Nancy went to Lebanon. At the Beirut airport, they met their friend Lutfi and then went home with him. That night they conversed the whole time in Arabic and had a very pleasant evening. The next day, they went with Lutfi by car, to Baalbek. There, they looked at the ancient ruins, ate Arab food and enjoyed themselves very much. On the third day, they visited the American University of Beirut, and in the afternoon they went to the sea shore. After a week, Nancy and her brother Jim bade their friend Lutfi and his family farewell and returned by airplane to America. 60 B. Vocabulary taamin (m.) tahaR, tahR- (m.) MeTaaR (m.) ?aabelu SeDii? (m.) SeDii?hum LuTfi RaaHu menu hadiik (f.s.) leele (f.) tkellamu TuuL we?it, we?t- (m.) TuuL-ilwe?t bi- sihru sahrea sihru sehre mniiHea taani yoom seyyaaRe baT~elbek (f.) tfeRReju Tele ?aaoaar/?aasaar (pl.) ?ediim ?ekelu ?ekil, ?ekl- (m.) NBeSeTu zaaRu Duhur (m.) bead beTd-iDDuhur §eTT (m.) beHeR, beHR- (m.) ?usbuuT (m.) wedde aet ?exuu- (followed by suffix) ?exuuhea rijTu TayyaaRe eighth month airport they met friend their friend Lutfi (male name) they went with him that a night they conversed, talked length time all the time, the whole while in; by they stayed up at night an evening gathering; soiree they had a pleasant evening the next day car Baalbek they looked at, watched ruins ancient, old they ate food they enjoyed themselves, they had a good time they visited noon after afternoon; in the afternoon shore sea week she bade (s.o.) farewell, took leave of brother her brother they returned airplane Additional Vocabulary hadaak (m.s.) that 61 Vocabulary Notes 1. /hedaak/ and /hediik/ 'that' /hedaak/ (m.s.) and /hadiik/ (f.s.) are demonstratives like /haade/ and /haadi/. They differ in meaning, roughly, in that /haade/ and its feminine form mean "this" or "that" referring to objects near the speaker or to the addressee, while /hedaak/ and its feminine form mean "that" (or "yon") referring to something remote from either speaker or addressee. This relationship exists in both space, e.g. /haade-lbeet/ 'this house', (near you) and /hedaak-ilbeet/ 'that house' (over yonder); and in time, e.g. /haadi-lleele/ 'this night, tonight' and /hediik-illeele/ 'that night', 'the other night'. 2. /TuuL-ilweTt/ 'all the time' The noun /TuuL/ 'length' is used with nouns of time to mean "the whole...", e.g. /TuuL-lwe?t/ 'the whole while', 'all the while'; /TuuL-iHeheR/ 'the whole month, all month long', /TuuL-issene/ 'all year long', etc. 3. /sihru sahre/ /sihru/ means literally 'they stayed awake (at night)' and /sehre/ means 'a staying awake' or, specifically, 'an evening party, a soiree'. /sihru sehre mniiHe/ together mean "they had a pleasant evening". C. Pronunciation /T/, /D/, and /L/ /T/, /D/ and /L/ are the pharyngealized counterparts of /t/, /d/ and /1/ respectively; review "/S/ vs. /s/" in Lesson 7. /aa/ is pronounced like "a" in "cad" next to /t, d, 1/ but like "a" in "father" next to /T, D, L/. Illustrations: /taam/ = "tam" /daam/ = "dam" /laam/ = "lamb" /TaaM/ = "Tom" /DaaM/ = "Dom" /LaaM/ = "lom" /T/ and /D/ as such do not exist in English. /L/ as well as /1/ does exist in English, however. As a rule English "1" before vowels, as in "leaf", is like Arabic /1/ while English "1" after vowels, as in "feel", is like Arabic /L/. /L/ occurs most commonly in the environment of another pharyngealized sound, e.g., TeLeb 'request'. 62 Drill 1. /t/ and /T/ a. Initial it is completed current (n.) follower repent! figs tamm - TeMM teyyaar - TeyyaaR taabiT - TaabiT tuub - TuuB tiin - TiiN it flooded pilot typist bricks clay b. Medial he follows he slackened he arranged charming slackness bitbaT - biTbeT feter - feTeR retteb - ReTTeb faatin - faaTin futuur- fuTuuR he types he ate breakfast he refreshed comprehending, remembering breakfast c. Final he settled Saturday he became distracted it grew bett - beTT sebt - SebT gett - 9eTT nebet - NebaT ducks (no meaning) shore he worked hard Drill 2. /d/ and /D/ a. Initial way, road he guided medicine jewel (Lit. Ab.) it lasted derb - DeRb dell I - DeLL dewe - Dewe durre - DuRRe daam - Daam beating he became lost it lighted second wife it hurt b. Medial he prevents he was just he excelled it lasts (boy's name) birde - biRDea fedel - TeDeL bedde - beDDeT biduum - biDuum faadi - faaDi he sucks muscles no meaning it hurts empty 63 c. Final he counted after pistol (boy's name) meter £edd - TeDD bead - beTD ferd - feRD Haamid - HaamiD Teddaad - eDDaaD he bit some duty, obligation sour biting Drill 3. /1/ and /L/ a. Initial she responded not yet lebbet - LebbeT lisse - LiSSe he became confused female thief b. Medial pampering he recited (Lit. Ab.) she moistened he robbed he entertained delaal - DeLaaL tele - TeLe bellet - beLLeT seleb - SeLab selle - SeLLe straying he painted he paved (floor) he crucified he prayed c. Final he pointed I pointed hill it melted he mistreated dell - DeLL delleet - DeLLeeT tell - TeLL saal - SaaL fessel - FeSSeL he remained I remained he appeared he attacked he had (suit, shoes, etc.) made to order D. Grammar 1. Suffixed Pronouns: Third Person In this lesson we have the remaining the third person. They are: I suffixed pronouns, those for Examp le Personal Pronoun Suffixed Pronoun 3rd m.s. 3rd f.s. 3rd pl. h uwwe hiyye humme -u -he -hum ?uxtu ?exuuhe SeDi i ?hum 'his sister' 'her brother' 'their friend' 64 Drill 4. Repetition. ?ene ?in te ?inti huwwe hiyye humme ?iHne ?intu ?ustaazi ?ustaazek ?ustaazik ?ustaazu ?ustaazhe ?ustaazhum ?ustaaznea ?ustaazkum beeti beetak beetik beetu beetha beethum beetna beetkum Tee 1 ti Tee 1 tak Teeltik Teeltu Teelithe Teelithum Teelitna Teelitkum 2. Suffixed Pronouns after Vowels The shapes of the suffixed pronouns are slightly to words ending in a vowel: ?axuuy ?exuuk ?exuuki ?axuu ?exuuhe 'my brother' 'your brother' 'your brother' 'his brother' 'her brother' ?exuune ?axuukum ?ex uuhum modified when added 'our brother' 'your brother' 'their brother' Notice that the different forms here are the ones that begin with a vowel: -i (?ena) becomes -y, -ek loses its vowel and -ik becomes -ki while -u is completely lost. /?exi/ is often heard as well as /?exuuy/. 3. Suffixed Pronouns and Prepositions You have had examples of suffixed pronouns with the following prepo- sitions: /?il-/, as in /?ili/ 'I have'; /Tind/ as in /Tindi/ 'I have' and /meT/ as in /maTi/ 'with me'. Do not use these suffixes with any of the other prepositions for the time being, since there are special consi- derations involved in the use of each of them. These will be explained in the coming lessons. /mea?/'with' is used with noun objects; if its object is a pronoun, the alternant form/mnGaa-is used: ImeaTaaha/'with her',/maTaay /'with me' /meTaa/ 'with him.' Some speakers use/meValso with suffixed pronouns, e.g., /meTha/ 'with her' and /maTi/ 'with me'. 4. Perfect Tense: Third Person The inflection of the perfect tense verb for /huwwe/ (third masculine singular) is "zero" (no suffix at all); for /hiyye/ (third feminine singu- lar) it is /-at/ and for /humme/ (third plural) it is /-u/, as in the fol- lowing illustrations (stems are underlined): 65 saafar kaan 'he traveled' 'he was' weddaat 'she took leave of' RaaHu 'they went' tkellamu 'they con- versed sihru 'they stayed awake' ?akalu 'they ate' riju 'they returned' zaaRu 'they visited' We now have the complete conjugation of a verb in the perfect tense. An illustration of the complete conjugation follows: dares- 'studied' derest darest deresti dares dareset 'I studied' 'you studied' 'you studied' 'he studied' 'she studied' J daresnae darestu derasu 'we studied 'you studied' 'they studied' /dereset/ 'she studied' is educated style of speech; it is very common, and equally correct, to omit the second vowel of the third person feminine singular in perfect tense verbs, giving /darset/, etc. Most verbs are conjugated like /deres/. The verbs /zaaR/ 'he visited', /RaaH/ 'he went' and /kaan/ 'he was' are conjugated exactly the same, except that they have two different stems: a short one with /-u/ in the first two persons, i.e., /zuR-/, /RuH-/ and /kun-/, and a long stem with /aa/ in the third person, i.e., /zaaR-/, /RaaH-/ and /kaanj. An illustration of the full conjugation follows: kunt kunt kunti kaan kaanet 'I was' 'you were' 'you were' 'he was' 'she was' J kunna kuntu kaanu 'we were' 'you were' 'they were Note that the inflections are the same, only the stem variation being different. Another group of verbs shows a variation in stem while taking the same inflectional suffixes. These are verbs that have a stem consisting of three consonants and two /i/'s, namely /Timil-/, /rijiT-/ and /sihir-/. This variation is merely a matter of proper pronunciation: eliding unstressed /i/ when a permitted consonant cluster results (see Lesson 5, Elision of /i/ and /u/, p. 34). In the following example, the full stem /Timil-/ has been written in each case, stressed vowels have been marked, and a line drawn through the elided vowel; the actual form is then rewritten: 66 Stem: Timil - 'did, made; worked fmXI 1 t W Emilt Txmilt - Tmilt £Jmilti --* Tmilti Timil 1 Smilat --+ Limlet ?/m{ilne --* milne TimI1tu --+ miltu OmPilu --+-Ti ml u Note that /wiSil/ 'he arrived' is conjugated in the same way as /Timil/ Thus it is clear that regular rules of pronunciation produce these variations in stem. This is true of any verb whose perfect stem has two /i/'s. You will often hear the verb /rijiT/ pronounced /rejeT/ by educated Palestinians. Finally, the verb /jiit/ is truly irregular; it is conjugated as fol- lows: jiit jiit jiiti ?ajea ?ejet 'I came' 'you came' - 'you came' 'he came' 'she came' jiino jiitu ?ej u we came' you came 'they came' Some Palestinians may say /?ijiit/ and /?ije/ rather than /jiit/ 'I came', and /?ojo/ 'he came', etc. Since the third person masculine singular regularly coincides in form with the stem of the perfect, it is convenient to refer to the verb by its third perfect masculine singular form. Henceforth, past tense verbs will be listed in the vocabulary sections by the third masculine singular form, e.g., /Timil/ 'made, did', /tkellem/ 'conversed, talked'. For verbs that have two stems, the /huwwe/ and /?ene/ forms will be given, e.g., /zaaR/zurt/ 'visited'. Drill 5. Repetition ?ena ?inte ?ir ti huwwe hiyye humme ?iHne ?akelt ?akal t ?akal ti ?akel ?ekelet ?ekelu ?ekelneo RuHt RuHt RuHti RaaH RaaHat RaaHu RuHnea shirt shirt shirti sihir sihrat sihru shi rnme 5. Perfect Tense and Subject The perfect tense is the tense of narration: it answers the question: "What took place?". The verb in the third person is usually used with a noun subject the first time it is used, e.g., saafar LuTfi Tele lubnaan. 'Lutfi went to Lebanon.' 67 The verb normally precedes the subject. Once the subject has been identified, as above, it is not necessary to repeat it every time a verb is used; a pronoun is used in the English equivalent, e.g., zaaR-il?aaoaar-il?ediime hunaak. 'He visited the ancient ruins there.' The verb agrees with the subject in person, number and gender: NBeSeT Jim. 'Jim had a good time.' NBeSeTet Nancy 'Nancy had a good time.' NBeSeTu-liwlaad. 'The children had a good time.' In case of a compound subject joined by /w-/ 'and' following the verb, the verb normally agrees with the first noun or pronoun: saafer Jim wNancy Tal lubnaan. 'Jim and Nancy went to Lebanon.' rijet Nancy wJim ?ele ?emeerke. 'Nancy and Jim returned to America.' tkellemt ?ene w?exuyy. 'My brother and I talked.' However, the plural forms of these verbs may occur: saaferu Jim w-Nancy Tele lubnaan. 'Jim and Nancy went to Lebanon.' When the verb has both a noun subject and a noun object, the subject normally precedes the object. Compare: zaaR LuTfi SeDii?u. 'Lutfi visited his friend.' zaaR SeDii?u LuTfi. 'His friend visited Lutfi. 6. /taani yoom/ 'the next day' Adjectives follow the nouns they modify, e.g., /l?aaeaar-i-1?ediime/'the ancient ruins'. Ordinal numbers, however, usually precede the noun they modify, e.g., ?ewwel ders 'the first lesson' RaabiT Seff 'the fourth class' This construction is definite even though it does not take the definite article. Further, the ordinal does not agree in gender, e.g., taani tilmiize 'the second student' In a more formal style the ordinal may precede the modified noun, as in the chapter titles of this book, with no difference in meaning; both noun and ordinal must then take the definite article, however, and the ordinal agrees in gender with its noun: taalit wizaaRe = lwizaaRe-ttaalte 'the third ministry' 68 With nouns of time /taani/ means 'the next', 'the following', e.g.: taani yoom taani sene 'the next day' 'the next year' The ordinal /taani/ may also follow the noun it modifies, in which case it must follow the usual rules of noun-adjective agreement and will be transla- table by "another; the other; next; following", etc., as well as by "second". Examples: tilmiize taanye tti lmi i ze-ttaanye yoom taani lyoom-ittaani E. General Drills Drill 6. Conjugation 'another student' 'the other student'; 'the next student' 'another day' (in the future) 'the following day', 'the next day' Model: huwwe: tfeRRej wiSil ?ekel zaaR hiyye, humme, ?inte, ?inti, semiiRe, ?ene, ?iHne, yuusif Drill 7. Variable Substitution Model: huwwe: wiSil-ilMeTaaR w-bedeen RaaH Tele lbeet. 'He arrived at the airport and then went home.' ?ene hi yye beruut tuunis MeSi R humme ?iHne ?inte ddektooR 1 ?ustaaz Cincinnati h uwwe ?intu Temmaan ?i nti Drill 8. Replacement saaferu min MeSiR bi-TayyaaRe 1-?urdun T'el e bi-lbaaxRe rijLu beruut ?eju bi-sseyyaaRe 69 Drill 9. Conjugation Model: huwwe: sihir sehre mniiHe 'He enjoyed the soiree, the evening.' ?ene, ?inti, humme, hiyye, ?inte, ?iHne, liwlaad, ?exuuk, Ibint, ?uxti Drill 10. Transformation: Masculine -- Feminine Model: saafer Tele farense. saaferet Lele feranse. 'He went to France.' 'She went to France.' ?inte ruHt Tale MeSiR ?ebil sene. wiSil-ilweled ?ebil sene. gu Timil lemma wiSil-ilbeet? ?ekem sene darest fi suuriyye? ?exuuk ?eje a?ebil yoomeen. Tindek Saff TeRebi lyoom? ?ilu telet xewaat. RaaH bi-sseyyaaRe Tele beetu. Drill 11. Substitution-translation Model a: hadaak-ilweled ?ibni. her son my friend our friend the doctor's son their brother 'That boy is my son.' from Jordan studied with me arrived a month ago visited Egypt in our class F. Conversations 1. neSSaaR: LuTfi : neSSaaR: LuTfi : neSSaaR: LuTfi : neSSaaR: LuTfi : miin kaan meaek 9ele eTT-ilbeHeR-ilyoom? SeDii?ti layle. ?eemte ?aabelt leyle? ?ebil geheR lemme kunt fi beelbek. kiif-i-treRReft Tele SeDii?tek leyle? ?aabelt ?exuuhe hunaak w-bedeen rejeaTt meu NBeSeTT meThum hediik-illeele? ?eywe. NBeSeTT-i-ktiir fi beethum. T~ele beethum. 2. Jean : Linda: Jean : Linda: Jean : Linda: Jean : Linda: meaT miin RuHti Tele Detroit ye Linda? RuHt meT weledeen min Seffne. u Tmiltu hunaak? tfeRRejne Tele meHellaat-i-ktiire, w-?ekelne ?ekil TeRebi. zurtu jaam~et Wayne? ?eywe. RuHne hunaak bed-iDDuhuR. ?eemte rjiTtu? rji Tne-lmese. 70 G. Listening Comprehension (on tape) Listen to the passage on tape, then answer the questions below. 1. 9u ?usum SeDii?i? 2. min ween huwwe? 3. ?eemte deres fi jaamTet Columbia? 4. ween ?ene saafert? 5. miin kaan fi-IMeTaaR lemme wSiLt? 6. Tele beet miin RuHne? 7. ?eemte saaferne le beruut? 8. saaferne bi-TTayyaaRe? 9. 9u milt fi beruut? 10. feen ?ekelne? 11. bedeen Tal ween-i-rjiTne? 12. kiif kaanet-issehre fi beet Tali? 71 dders-ittaasi ? A. NNeSS 1. 2. 3. 4. 5. 6. 7. 8. feriide: Mike feriide: Mike feriide: Mike feriide: Mike 9. feriide: 10. Mike Hefl i t-i -sti ?baa 1 ?ul-li ye Mike: feen kunt leelt-i-mbaariH? RuHt T le Heflit-i-sti?baal. miin Timilhe? Timilhe SeDii?i faaDil Tele aRef sefiir-il?urdun fi ?emeerke. tTeRReft Tele-ssefi i r-i 1 ?urduni? ?eywe. wkemaan-i-tkellemnt m&Tu bi-1TeRebi. Ten ?eeg-i-tkellemtu? tkellemne Ten-issiyaase wi-tteliim wi-lHeyaa-lijtimaaiyye fi-libl aad-il eRebiyye. N aaLLe ?ejebek-issefi i r? weLLe ?eijebni ktiir. betd-ilHefle Tezem naas-i-ktiir Tele- ssefaaRe weRRefne Tele sufere aTeReb taanyiin. Lesson Nine A Reception Tell me, Mike: Where were you last night? I went to a reception. Who gave it? My friend Fadil gave it in honor of the Jordanian ambassador to the U.S. Did you meet the Jordanian ambassador? Yes. And also I talked with him in Arabic. What did you talk about? (Lit. "About what did you talk?") We talked about politics, education and social life in the Arab countries. I hope you liked the ambassador? I really liked him very much. After the reception he invited many people to the embassy and introduced us to other Arab ambassadors. A. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Text Fari da: Mike : Fari da: Mike : Fari da: Mike : Farida: Mike : Fari da: Mike : 72 B. Vocabulary taasi? (m.) Hafle sti?baal (m.) Hefl it-isti?baal ?ul-li (m.) mbaariH leelt- i -mbaari H Timilhe aRef (m.) Tele aeaRef safiir (m.) ?aen ?ee§ (=tu) Heyaa (f.) jtimaafi 1-Heyaa-lijtimaaTiyye blaad (pl.) Niaallea ?ejeb ?eTjabaek weLLea ?aTSjabni ~Tezem cTeRRef Tel@ STeRRefna Talea sufere (pl. of safiir) taanyiin (pl. of taani) Additional Vocabulary se?el jaawab ?aal ?al-li i/?igi muHaaDeRea muHaaDiR (m.) su?aal (m.) ?es?ile (pl. of su?aal) jawaab ?ejwibe (pl. of jawaab) ninth party, celebration reception a reception tell me! yesterday last night he made it honor in honor of ambassador concerning, about what? life social social life countries God willing he pleased it pleased you, you liked it by God! = indeed! certainly! he pleased me; I liked him he invited he introduced (s.o.) to he introduced us to ambassadors others he asked he answered he said he said to me, he told me a thing, something lecture lecturer question questions answer, reply answers, replies Vocabulary Note /?eel/ and /gu/ both mean "what?" Only /?eeg/ is used as object of a preposition or as the second term of a construct, while /gu/ is preferred as as subject or object of the verb: Tan ?eeg-i-tkallamtu? ktaab ?eeg? gu ?ejabak? gu Tmiltu? 'What did you talk about?' 'What kind of book?' ('A book of what?') 'What pleased you (about it)?' 'What did you do?' 73 C. Pronunciation None D. Grammar 1. Direct Object of the Verb The suffixed pronouns attached to a verb denote direct object of the verb. Illustrations from the text are: Timi 1 ?eTjeb 'he made' 'he pleased' Timilhe ?eTjebek 'he made it' 'he pleased you, you liked him' The one difference is in the first person singular, where the direct object suffix is /-ni/, as in ?eTjeb - 'he pleased' ?ejebni - 'he pleased me, I liked' Drill 1. Repetition. ?ene ?inte ?inti huwwe hiyye ?iHne ?intu humme se?el se?el ni se?el ek se?elik se?elu se?elhe sa?el ne se?elkum se?el hum jaaweb jaawebni jaawebek jaawebi k jaawebu jaawebhbe jaawebne jaawebkum jaawebhum ?aabel ?aabel ni ?aabelek ?aabelik ?aabel u ?aabelhe ?aabelne ?aabelkum ?aabel hum zaaRu zaaRuuni zaaRuuk zaaRuuki zaaRuu zaaRuuhe zaaRuune zaaRuukum zaaRuuhum When a verb ending in a vowel receives a suffix, that vowel is lengthened. Thus, /zaaRu/ 'they visited' plus/-ni/ 'me' becomes /zaaRuuni/ 'they visited me.' 2. Indirect Object of the Verb The preposition /l1/ 'to, for' is the sign of the indirect object, as in: §u ?aal le-ssefiir? 'What did he say to the ambassador?' The preposition has the shape /-1-/ before suffixed pronouns, as in ?ul-li ?eeg ?al-lek? 'say to me, tell me' 'What did he say to you?' Drill 2. Repetition ?ul-li ye semiir. ?ul-lu ye semiir. ?ul-lhe ye semiir. ?ul-lne ye semiir. ?ul-1 hum ye semiir. 'Tell 'Tell 'Tell 'Tell 'Tell me, Samir.' him, Samir.' her, Samir.' us, Samir.' them, Samir.' 74 3. /Heyaa/ 'life' This word is unusual in that a /t/ is added to it before it receives a suffixed pronoun, e.g. /Heyaati/ 'my life', /Hayaatkum/ 'your life', or if it is in a noun construct, e.g. /Heyaat yuusif/ 'Yusif's life'. E. General Drills Drill 3. Substitution Model: ?ul-li ye seanmiir. 'Tell me, Samir.' hiyye, ?iHne, humme, ?ene, huwwe Drill 4. Variable Substitution Model: ?aabeltu ?ebil ?usbuuT? fi Detroit. 'I met him a week ago in Detroit.' humme hiyye bed-iDDuhR 9aheR sen teen ?inti yoomeen lmedrese beruut Hefl it-i-sti?baal ?inte mbaariH Drill 5. Translation - Substitution Model: Timil Hefle Tale 9eRef safiir Canada. in my honor in the house of his brother in the afternoon in honor of his teacher when he came back from Egypt at the Center for Arabic Instruction on the sea shore at the American embassy in Amman Drill 6. Chain-cued 'He gave a party in honor of the Canadian ambassador. Model: SI S2: tfeRRejt el e-l?aaeaar? ?eywe, wi-NBaSeTT-i-kti i r. 'Did you look at the ruins? 'Yes. And I enjoyed myself very much. lmedrese markaz-ittal i im beaealbak 9aam lMeTaaR mektab-i l jaamTe 1 bonk-il IToRebi 75 Drill 7. Chain-cued Model: ?aal - ?inte S" : u ?el-lek? S2: ?91-11 9i mnfiH, jaaweb sa?ql se?0h Timil Drill 8. Double Substitution 'What did he say to you?' 'He told me something good.' ?inti humme huwwe Model: darest ,TaeRebi TuuL-ilyoom. 'I studied Arabic all day long.' hiyye meHmuud ?iHna ?intu lbanaat ?exuuhea lwe ?t leele ssaene 9 eheR 1 ?usbuuT? lyoom Drill 9. Model: S S s2 Question - Answer ?inte - fi-lbeet Sween kunt? : kunt fi-lbeet. 'Where were you?' 'I was home.' ?inti huwwe humme ?intu ?uxtek ssefiir-ill 1 ?asaatze ssikirteeRe dektooRkum fi-lMeTaaR S meaT eeltu fi wezaaRit-ittel iim mea?-i-lbenaat fi-Haam ibi fi beruut fi sehre maT SeDii?ha fi farense i1 Drill 10. Translation 1. The Syrian ambassador to Jordan returned to Damascus yesterday. 2. They conversed in English all the time at our home. 3. We invited many professors to the reception. 4. The lecturer talked about social life in Kuwait in his lecture yesterday. 5. We enjoyed ourselves in Cairo two years ago. 6. Say (m.s.) to him in Arabic: I enjoyed myself very much when I visited the Arab countries. 76 F. Conyersation faaris ween kunti rbaariH becd-iDDuhuR? kearliimeg: RuHt T~e beet-il?ustaaz kamaal. faaris 9-u kaan £indu? keriime: kaan £indu Hefle le-Saffne. faaris :?e'ijj'btik-ilHefle? keriime: ?eywe. w9LL@-NB9S@TNe ktiir. w?inte ween kunt leelt-i-mbaariH? faaris :RuHt Tel@ mullaaDaRe. ker'iime: Tan ?eeg tkellem-i-lmuHaaDiR? faaris: tkallem Tgn-iiHeyaa-lijtimaa~iyye fi liiby@. kariima: saealu-nnaas ?as?ile? faaris :?aywa. wena kornaan se?elt su?aaleen. kariime: kiif kaan jawaabu? faaris :kaan-i-rnniiH-i-ktiir. G. Review Questions based on basic text 1. feen kaan Mike? 2. miin TimFi-ilHafle? 3. Tale 99Reaf miin Limilhe? 4. tkellem Mike bi*-le@Rebi meL-issofiir? 5. Ten ?ee -i-tke11emu? 6. ?e~jeb-issefiir Mike? 77 dders-i 1 Taagi r A. NNeSS. fi Tammaan 1. meryam: ?ulii-li ye Jean: feen RaayHe? 2. Jean ToLle sirkit-issefer. 3. meryem: xeer-iNgaalle? 4. Jean : RaayHiin-il?usbuuST-iljaay Tale o Smmaan. 5. meryem: RaayHiin-i-zyaaRa hunaak? 6. Jean le?. HeSeL joozi Tole e uyuL fi-ssefaaRe-i?emeerkaaniyye fi STefaan. 7. meryem: kiif HeSeL £ele-gguyuL? 8. Jean ?eddem TeLeb le-ssefaaRa-l?@meerkaaniyye fi £emmaan, w?eajetu-lmuwaafa?e ?ebil gehreen. 9. meryam: mweffe?ioin. fi-1?urdun fii meHellaat-i-mniiHe ktiir wkEmaan- i-TTe?iS hunaak Hilu. 10. Jean SeHiiH. w-kemaan Tinne SeDii?e 7eziize ktiir Leleene fi TefmI1aan. 11. meryem: feen-itS~eRReftu STeleehe? 1?. Jean t~eRRefne ?eleehe hoon-issene-lMaaDye lemma kaanet fi-ljaarnTe wgufnaahe ktiir becTdeen. 13. maryern: beLLe-b~atuu-1i mektuub mi n Tnaan. 14. Jean :NgaaLLe. ?ismei yemeryem: ?inti yeyyerti Tinwaanik? 15. me ryeam: ?eywe. nte?elt Tale beet-i-jdiid. 78 Lesson Ten A. Text In Amman 1. Miryam: Tell me, Jean: Where are you going? 2. Jean : To the travel agency. 3. Miryam: Good news, I hope? 4. Jean : We're going to Amman next week. 5. Miryam: Are you going there for a visit? 6. Jean : No. My husband got a job at the American Embassy in Amman. 7. Miryam: How did he get the job? 8. Jean : He submitted an application to the American embassy in Amman and received the acceptance two months ago. 9. Miryam: Good luck! In Jordan there are very good shops, and also the weather is nice there. 10. Jean : That is right. And also we have a friend in Amman (who is) very dear to us. 11. Miryam: Where did you meet her? 12. Jean : We met her here last year when she was at the university and we saw her a lot after that. 13. Miryam: Please send me a letter from Amman. 14. Jean : I will (God willing). Listen, Miryam: Have you changed your address? 15. Miryam: Yes. I've moved to a new house. 16. Jean : Then please give me the new address. 17. Miryam: Here. Please say hello to my family in Jordan for me. B. Vocabulary Taasir (m.) ?ulii-li (f.s.) RaayHe girke gefer (m.) girkit-i-ssafer xeer-i-Ngaalle 1 RaayHiin (pl.) jaay (m.) zyaaRa RaayHi in-i-zyaaRo HGSaL Tele jooz/zooj (educated) SuyuL (m.) safaaRe ?eddom tenth tell me! going company travel; trip the travel agency Good news, I hope? going coming a visit going for a visit he obtained, got husband work, job embassy he offered, presented; he submitted (application) request; application agreement, approval; acceptance (may you be) granted success (by God); I wish you success there is, there are TaLab (m.) muwaafa?ea mwaffe? (pl. TeLabaat) fii 79 Te?S/Te?iS Hilu (f. Hilwe) SeHiiH Tinne = Tindne SeDi i Te Taeziiz (Tele) sufnaahe MaaDi (f. MaaDye) beLLe (followed by imperative) ?ibSTetuuli (pl.) mektuub ?isme?i (f.s.) SeyyeR Tinwaan (m.) nte?e 1 jdiid (m.) Teyyib (f. Teayybe) ?e?Tiini (m./f.) feDL (m.) min feDLik tfeDDeLi (f.) sellmu Tele (pl.) ?ehil, ?ehl- (pl.) Additional Vocabulary tweyy tezkere RaayiH jaay ?e.gaal (pl. of gul) lqaahiRe Hukuume leeg weather nice, pretty true, correct friend, girl-friend dear (to) we saw her past, last please (requesting a favor) send to me letter listen! he changed (something) address; title (of a book, etc.) he moved (changed location) new fine, good; introducing a sentence: well then... give me! favor please (requesting a favor) please (invitation) give greetings to family, folks a little; a while ticket round trip; as adj. coming and going jobs; labor, work Cairo government why? Vocabulary Notes 1. /xeer-i-NgaaLLe?/is a polite formula to ask what has happened. 2. /min feDLak/ 'please, /tfeDDeL/ 'please' and /beLLe/ 'please' These expressions are all translated "please" in English, but they are used in quite different situations in Arabic. /min feDLek/ means literally "from your favor" and is used when requesting a favor for the speaker's benefit. It is used, for example, with "give me...", "send me...", "do me the favor of...", etc. /beLLe/ is also used in this situation but it is quite a bit stronger since it involves the name of God. /tfeDDeL/ is a verb in the imperative form inviting a person to do or accept something for his or her own benefit. It is a polite expression used in offering coffee, food, a gift, etc., or inviting a person to enter, sit down, etc. 80 3. /Teele/ and /?ehil/ 'family' /Teele/ and /Tehil/ both correspond to English "family". /Teele/, however, is limited to one's immediate family, usually husband or wife and children, while /?ehil/ is more extended, including parents and even uncles and aunts; / ehil/ thus has also the idea of "folks" or "kinfolks". Finally, /Teele/ is always feminine singular while /?ehil/ is normally plural. C. Pronunciation /y/ and /x/ The consonant /Y/ is the The simplest way to practice see that the only difference voiced, requires more energy voiced counterpart of the consonant /x/. it is to gargle--without water. You will between /y/ and /x/ is that //, being to produce than does /x/. Drill 1. /x/ and //. a. Initial vinegar jog! through (Lit. my (maternal) priest Ab. ) uncle xell - tell xubb - vubb xilaal - ilaal xaali - vaali xuuri - vuuri he made (s.o.) angry drink avidly! fetters (Lit. Ab.) expensive go away! b. Medial more informed he snored he sieved it is shameful he fails ?exber - ?eber axer - eaer nexxel - neoyel bixzi - bizi bixiib - bihiib dusty it became vacant (Lit. Ab.) no meaning he conquers he absents himself c. Final it melted she has chicks it melts saax - saay bitferrix-bitforri bisiix - bisiiy in full (money) she empties he works in gold D. Grammar 1. Active Participles /RaayHe/ (f.s.) and /RaayHiin/ (pl.) 'going' are active participles of the verb /RaaH/RuHt/ 'he/I went'. Like the English active participle 'going' they can denote, depending on the context, an action in progress, as in 81 feen RaayHa ya suhayla? 'Where are you going, Suhayla?' or future action, as in RaayHiin Tele-lmadrase bod-i-gwayy 'We are going to school after a while.' Each participle has three forms: a masculine singular form, e.g., /RaayiH/; a feminine singular in /-e/ or /-l/, as appropriate, /RaayH;/ in this case; and a plural in /-iin/, i.e., /RaayHiin/. Likewise, the feminine singular of /jaay/ 'coming' is /jaaye/ and the plural is /jaayiin/. Drill 2. Repetition ?ena jaay(e) RaayiH(e) ?inte jaay RaayiH ?inti jaaye RaayHe huwwe jaay RaayiH hiyye jaaye RaayHe ?iHne jaayiin RaayHi in ?intu jaayiin RaayHiin humme jaayiin RaayHiin 2. Lengthening of Final Vowel Arabic has five sets of long/short vowels, namely: 0 aa i ii U uu e ee 0 00 If you compare the following pairs of words gufna guftu 'we saw' 'you saw' - gufnaahe - guftuuhe 'we saw her' 'you saw her' you will note that words ending in when a suffix is added. This is a language. Further illustrations: sa?elna 'we asked' weddeti 'you bade farewell jaawabu 'they answered' ?eja maktuub 'a letter came' a short vowel have general rule which that vowel lengthened applies throughout the se?elnaahum 'we asked them' waddeTtiihe 'you bade her farewell' jaawabuune 'they answered us' ?ejaani mektuub 'a letter came to me' In the case of the preposition /?ele/ the final vowel is changed as follows: huwwe: %elee V huwwe: ?lee humme: Toeleehum hiyye: Teleehe ?inte: Teleek ?intu: Tleekum ?inti: Teleeki i ?en@: Teleyy ?iHna: Teleene Drill 3. Repetition huwwe: hiyye: ?aabelnaa ?aabelnaahe jaawebnaa jaawebnaaho 82 ?inte: ?inti: ?intu: humme: ?aabel naak ?aabel naki ?aabal naakum ?aabel naahum j aaweb.naak j awebnaa ki jaawaebnaakum jaawebnaa hum 3. The Imperative Form of the Verb Study the following imperative verbs: ?ismeT ?ismeTi sellmu Tale 'listen!' (im.s.) 'listen!' ( ifJs.) 'give my greetings to ...!' (pl.) The stems have been underlined, showing that the suffix for the feminine singular imperative is /-i/, for plural is /-u/, and that the lack of either of these makes the form masculine singular. The three forms of all imperatives that we have had so far follow, with comments: a. m.s. tfaDDeL ?ul-1i f.s. translation 'please!' 'tell me!' tfaDDeLi ?ulii-li tfoDDeLu ?uluu-li With the verb for 'tell me!' the final vowel is lengthened before a suffix, as described earlier in section 2. b. ?ib et ?ismeT ?ibSTeti ?ism@Ti ?ibTetu ?ismeu 'send!' 'listen!' Verbs like those in group (b) begin with /?i-/ when first in a sentence, but lose that syllable when following another word, e.g., ?ibTetiili Sinwaanik. beLLe-bTati i- IiTinwaanik. 'Send me your address.' 'Please send me your address.' c. ?addim sellim ?eddmi sellmi ?eddmu sellmu ?ela 'present!' 'extend greetings to!' Verbs like those in (c) lose the stem vowel /-i-/ found in the masculine singular by regular rules of pronunciation for the elision of /i/. d. ?aTTi ?e'Tiini 2ei'Ti ?eSTTiini ?eTTu ?eTuuni 'give!' 'give me!' This verb has a stem ending in /-i-/; in such a case the masculine and feminine singular forms are the same, while for the plural the suffix /u/ replaces /i/. These vowels are, of course, lengthened before a suffix. 83 4. /?ejetu/'he received' /?ejetu-lmuwaafe?e/ means literally "The approval came to him" but corresponds to the English expression "He received the approval". Learn this as an idiomatic way of expressing the verb "to receive" when referring to such things as letters, reports, etc. Additional examples: ?ejetni muwaafe?e jdiide. 'I received a new approval.' ?ejaane mektuub-ilyoom. 'We got a letter today.' E. General Drills Drill 4. Substitution Model: ?ul-li ye TumeR: feen kunt-i-mbaariH? 'Tell me, Omar: Where were you yesterday?' seliim, wlaad, bint, sitt, ?ustaaz, benaat, widaad, ?esaatze, sikirteer Drill 5. Substitution Model a.: ?eTiini-lmektuub. 'Give me the letter.' huwwe, hiyye, humme, ?ene Model b.: ?eTiini-lmektuub ye meHmuud. 'Give me the letter, Mahmoud.' feriide, bint, mTellme, wlaad, dektooR , benaat, sitt, ?esaatze, LuTfi Drill 6. Substitution Model: ?ane RaayiH Tele meSiR. 'I am going to Egypt.' ?inte, humme, hiyye, l?ustaaz, ?intu, ?inte, meryem, huwwe, lbenaat, ?iHne Drill 7. Variable Substitution Model: Sinne SeDii? ?eziiz Seleene fi- aam. 'We have a friend dear to us in Damascus.' hiyye, ?inti, ?ustaaz, jooz, fi-l?urdun, sikirteeRe, humme, ?ehil, bint, fi-ljaame 84 Drill 8. Translation - Substitution Model: HeSeL Tele uyul fi-ssefaaRe. 'He got a job at the embassy.' at a travel agency last year at Washington airport and then moved to a new house. at the library of the University of Texas two days ago when he was in Beirut and then traveled Drill 9. Question - Answer Model: huwwe - lubnaan feen ?aabeltiu? ?aabelnaa fi-lubnaan. 'Where did you (pl.) meet him?' 'We met him in Lebanon.' hiyye yuusif humme Nancy liwlaad ?uxtu ssitt naadye ssefiir 1benaat Detroit markez-ittel i im 1MeTaaR jaam'it Arizona Seaff-il TeRebi bank ?emeerke beet ?exuuha ssefaare-ill i i biyye Heflit-i-sti?baal Drill 10. Model a.: Substitution mweffe? ye saami. 'Good luck, Sami.' keriim, Nancy, ?uxti, sitt, wlaad, seliime, ?esaatze, benaat, mune Model b.: tfeDDeL ye saami. Substitute items in (a) above. Drill 11. Transl;ati on 1. 2. 3. 4. 5. In Detroit there is a big travel agency. Our teacher and his family went for a visit to Paris. She applied to the University of Michigan and got an acceptance last week. Send (f.s.) your address from Tunis to my secretary. We moved from our old house in Ann Arbor to (le) a new house in Flint. 85 6. Where are you (pl.) going after the reception? 7. The weather is very good in many Arab countries. 8. When are you (f.s.) going to the library? 9. We were happy when we went to Baalbek two years ago. 10. He got a round trip ticket. F. Conversation Sandy : ~Tednaan: Sandy : Tednaan: Sandy : Tednaan: Sandy : 'ednaan: Sandy : Tednaan: Sandy: £ednaan: Sandy Tednaan: Sandy : meRHebe ye ednaan. meRHebe kiif-ilHaal? lHemdille. w?inti kiifik? mniiHe. ?ul-li ye ednaan: min ween ?inte? min suuriyye. kiif-iTTe?iS hunaak? Hilu ktiir. wkiif-il-Heyaa-lyoom fi suuriyye? mniiHe. fi-99aam fii uvl-i-ktiir-ilyoom, wi-nnaas RaayHiin w- jaayiin. ?eemte RaayiH Taele suuriyye? bad ?usbuuTeen NgaaLLe. mwaffe? ye Sednaan. min feDLek ?ibaet-li mektuub min hunaak. Tayyib, ?eaTiini £inwaanik. tfeDDeL. G. Review questions based on text 1. feen RaayHe Jean w-joozhe 1?usbuu?-iljaay? 2. leeg RaayHiin le hunaak? 3. fii safaaRe ?emeerkaaniyye fi-l?urdun? ween? 4. feen ?eddam jooz Jean-iTTeleb? 5. ?eemte ?ejetu-lmuwaafe?e? 6. kiif-iTTe?iS fi-l?urdun? 7. feen ?aabelet Jean w-joozhe SeDii?ithum-il?urduniyye? 8. Tele feen nte?laet meryam? 9. ween ?ahil meryem? H. Listening Comprehension (on tape) Listen to the passage on tape, then record your answers to the ques- tions below. 1. ?eemte saafer William Tele London? 2. miin ?aabelu hunaak? 3. Tele miin t~eRRef William fi London? 4. LTen ?eeg se?eluu? 5. miin RaaH me? William LTele jaamTit London? 6. 9u Limlu fi-ljaamTe? 86 7. ween ?ekelu fiedaak-ilyoom? 8. min ?eeg-i-NBeSeT William? 9. kiif saafar le beruut? 10. becid ?9kom ?usbuu? saafer min beruut? 11. ?ayy-i-blaad 'TRabiyye zaar? 12. Tole feen RaaH fi-lqaahiRe? 13. miin ?aabel fi merkez te~iiim-ili~eRebi? 14. gu Limil Dave Lele geRof William? 15. miin ?eje le-lHefle? 87 dars-i -HdeSXg A.NN@SS. 1. £ebdil?aadir: 2. ?emR 3. Tab dil1?aa di r: 4. ?;ameR 5. £ebdil?aadir: 6. ?ameR 7. £ebdil?aadir: Jack fi-lqaahiR9 stelemti mekaatiib min Jack ye ?amaR? ?eywa. wiSilni minnu mektuub yoom-il?@Rba?e-LMaaDi. ?aal fi-lmektuub feen saakin fi ineSiR? ?eywa. meHell ?iqaamtu hal?eet-ilqaahiRe. RaayHa tjaawbii bi-WeaRabi wille bi-1?ingliizi? RaayHa ?ektub-lu bi1~aRabi Hatt@ yitmarren £ele-?Raayit- il1makati ib bi -1 aRabi . fikre mniiHe. maa daam huwwe fi meSiR laazim yitkellem wyuktub bi-Ie@Rabi. ?eemto RaayiH yxeLUiS-ilmadrase? SSeef-il1jaay-i -NaaLLa. gu RaayHiin ti'?melu be~d-me yirjei? ?ewwel gii, RaayHiin-i-nfettig ?ale guyu1 be-Jack. wbe~d-me nlaa?i uyul Raay[Iiin nitjewwaz. rweffe?i in-i -N~aaLLa. ukran. 8. 9. 10. 11. 12. ?amaR Lebdi l?aadi r: ?emeR '?ebdil1?aadi r: ?9meqR Lesson Eleven A.Text 1 . 2. 3. 4. 5. 6. Abdul Qader: Qarnar Abdul Qader: Qamar Abdul Qader: Qamar Jack in Cai ro Have you received any letters from Jack, Qamar? Yes. I received a letter from him last Wednesday. Did he say in the letter where he's living in Egypt? Yes. His place of residence right now is Cairo. Are you going to answer him in Arabic or English? I am going to write to him in Arabic in order that he practice reading letters in Arabic. 88 7. Abdul Qader: 8. Qamar 9. Abdul 10. Qamar Qader: Good idea. As long as he is in Egypt, he ought to (it is necessary that he) speak and write in Arabic. When is he going to finish school? Next summer, hopefully. What are you going to do after he returns? First of all, we are going to look for a job for Jack. And after we find a job, we are going to get married. I wish you both the best of luck. Thanks. 11. Abdul Qader: 12. Qamar : B. Vocabulary HdeST stel em mekaatiib (pl. of mektuub) wiSil minnu yoom-il ?Rbe~a, 1 ?aRbT@ saakin (fem. saakne) ?iqaame hel?eet tjaawbi tjaawbii wille ?ektub Hette yitmerren (Tele) ?Raaye fikre maa daam laazim yitkellem yuktub yxeLLiS Seef (m.) ljaay tiTmelu yirjeT ?ewwel ii le nfattig Tele bed-me (conjunction) nlaa?i nitjewwez eleven he received letters he arrived; he arrived at from him Wednesday living, residing residing (n.), residence now that you (f.s.) answer that you (f.s.) answer him or that I write in order that, so that that he practice reading (n.) idea, thought as long as necessary that he speak that he write that he finish, complete summer (with time noun) next that you (pl.) do that he return the first thing, first of all for that we look for, search for after that we find that we marry, get married Additional Vocabulary ?eyyaam-i l ?usbuuT 1?eHed the days of the week Sunday 89 ttineen Monday ttelaate Tuesday lxeamiis Thursday ljumTe Friday ssabt Saturday luy@ language ?ebil-me before (conjunction) liblaad (f.) the old country; home (country) Vocabulary Notes 1. /HdeX/ 'eleven' In the first ten lessons we encountered the ordinal numerals /?ewwel/ 'first' through /Taagir/ 'tenth'. Those are all the ordinal numerals; for 'eleventh' and higher the cardinal numerals are used, e.g., /HdeT/ 'eleven' as in /ders-i-HdeGT/ 'lesson eleven'. In the coming lessons we will review all the ordinal numerals and the cardinal numerals from 1 - 12. 2. /minnu/ 'from him' and /Tennu/ 'about him' The preposition /min/ 'from' has a special form /minn-/ used with suffixed pronouns that begin with a vowel: minni 'from me' minnak 'from you' minnik 'from you' minnu 'from him' The preposition /Ten/ 'about, concerning' likewise has the special form /Tenn-/ before suffixes beginning with a vowel: ?enni 'about me' Tannek 'about you' T ennik 'about you' ?ennu 'about him' C. Pronunciation /q/ and /k/ Arabic/k/ is like English "k"; /q/ has no English equivalent. Indeed, /q/ is rare in Palestinian Arabic, occurring in just a few words at most, although some of the words are quite common or quite basic, e.g., /lqur?aan/ 'the Koran'. Words with /q/ tend to be formal or technical words borrowed from literary Arabic, where /q/ is a high frequency consonant. /q/ is produced with the root of the tongue touching the uvula, the 90 fleshy tip of the soft palate (also called "velum"). It is voiceless; it is thus velarized, but spelled with a lower case letter for convenience sake. Thus /kaad/ sounds like English 'cad' and /qaad/ sounds like English 'cod' but with the uvular /q/. Some rural Palestinian dialects pronounce /q/ as a velarized /K/: a /k/ with velarizing effect on the vowel, so that /Kaad/ sounds just like English 'cod'. This information is for your refer- ence only, since you may hear this pronunciation; you should master the uvular /q/ pronunciation. Drill 1. Pronounce the following words: 1 qaahi Re quR?aan qeTeR 1Ii Raaq ?eSDiqaa? ?iqaame 'Cairo' 'Quran' 'Qatar' 'I raq' 'friends' 'residing' (n.) D. Grammar The Subjunctive Form of the Verb a. Conjugation The imperfect tense of the verb has three moods: the imperative, which was first introduced in Lessons Nine and Ten; the subjunctive, introduced in this lesson; and the indicative, to be introduced soon. We will now discuss the subjunctive forms appearing in the text of this lesson. Each subjunctive form has a stem and a prefix indicating person and number; some have also a suffix indicating feminine or plural. First Person Singular: Citation: ?ektub 'that I write' The stem is underlined, leaving the prefix /?e-/ to indicate /?ene/. Other examples: RaayiH ?ejaawib RaayiH ?exeLLiS RaayiH ?aTTi 'I'm going 'I'm going 'I'm going to answer' to finish' to give' Third Person Masculine Singular: Citations: yxeLLiS yitkellem 'that he finish' 'that he speak' 91 yudrus 'that he study' yuktub 'that he write' The prefix here is /y-/ before a single consonant or a vowel or /yi-/ before two consonants. If the stem vowel (the last vowel of the stem) is /u/ then the prefix is /yu-/ rather than /yi-/, as in /yudrus/ and /yuktub/. Other examples: RaayiH yjaawib 'He's going to answer.' RaayiH yismeT 'He's going to listen.' RaayiH yxeLLiS 'He's going to finish.' Second Person Feminine Singular: Citation: tjaawbii 'that you answer him' Second person is denoted by the prefix /t-/ before a single consonant or a vowel, or by /ti-/ before two consonants; the suffix /-i/ denotes feminine singular (lengthened above for the suffixed pronoun). Other examples: RaayHe tjaawbi. 'You're going to answer.' RaayHe tismeTi. 'You're going to listen.' RaayHe txeLLSi. 'You're going to finish.' RaayHe teTi. 'You're going to give.' RaayHe t?eddmi. 'You're going to present.' RaayHe t6dursi. 'You're going to study.' RaayHe tdktubi. 'You're going to write.' Note in the final example that /ti-/ is replaced by /tu-/ before stem vowel /u/. The form /tudrusi/ then elides the stem vowel, giving /tudrsi/, from which /tddursi/ is formed. Likewise, the normal form for "that you write" is /tdktubi/. First Person Plural: Citations: nfetti ?ele 'that we look for' nlaa?i 'that we find' nitjewwez 'that we get married' The prefix is /n-/ before one consonant (or a vowel) and /ni-/ before two consonants; again, /nu-/ is found before two consonants if the stem vowel is /u/. Other examples: RaayHiin-i-nxeLLiS. 'We're going to finish.' RaayHiin nismat. 'We're going to listen.' RaayHiin nudrus. 'We're going to study.' 92 Second Person Plural: Citation: tiTmelu 'that you make' The prefix is /t-/ before a single consonant or /ti-/ before two conso- nants (/tu-/ if the stem vowel is /u/). The suffix /-u/ denotes plural. Other examples: RaayHiin-i-tjaawbu 'you're going to answer' RaayHiin-i-tfettiu ele 'you're going to look for' RaayHiin teTu 'you're going to give' RaayHiin tidursu 'you're going to study' RaayHiin taktubu 'you're going to write' In the forms /tidursu/ and /t'ktubu/ the stem vowel /u/ has been elided, according to rules of pronunciation, as in the case of the second feminine singular form above. b. Uses. The subjunctive normally occurs after certain expressions; four of them occur in this lesson: RaayiH 'going to' (future action) Hette 'in order that' l aazim 'necessary' baSd-ma 'after' (conjunction) ?ebil-me 'before' (conjunction) l emme 'when' Comments. /Hette yudrus/ means 'in order that he study'; the usual English construction, however, is 'for him to study'. /laazim yudrus/ literally is 'necessary that he study', or 'It is necessary for him to study'. It also corresponds to English 'He must study', 'He has to study', 'He should study' or 'He ought to study'. /lemme/ 'when', /?ebil-me/ 'before' and /bead-me/ 'after' are conjunc- tions, which means that they are followed immediately by verbs. If they refer to past action, the verb is in the perfect tense, while the verb is in the subjunctive if the action is in the present or the future. E. General Drills Drill 2. Repetition. a. Teacher writes the days of the week in English on the board; individ- ual students give the Arabic equivalents. Class repeats after each answer. b. Individual students say the days of the week in Arabic. Drill 3. Pronoun Substitution Model: wiSiLni minnu mektuub. 'I received a letter from him.' 93 hiyye faaTme ?intu SaDii?i the ?inte !?esaatze ssefiir baenaati saami ?inti ?exuuk Nancy Drill 4. Agreement Model: huwwe RaayiH jaay saakin hiyye, ?inte, ?inti, ?intu, ?ene , humme, ?iHne, Jack, ?uxti, wlaadu Drill 5. Pronoun Substitution Model: RaayHe tjaawbii bi-laeRebi? 'Are you going to answer him in Arabic?' ?ene, ?iHne, huwwe w-Teeltu, l?ustaaz, meryem, hiyye, humme, joozhe, ?ibni, ttilmiize Drill 6. Conjugation Model: ?iHne laazim nitkellem w-nuktub bi-leaRebi. 'We ought to speak and write in Arabic.' huwwe, feriid, ?intu, ?inti, ?axuu, ?iHna, muniir,?aene,?ene w- ?inti. Drill 7. Question - Answer Model: xaLLeS - SSeef-i-ljaay S1 ?eemte RaayiH yxeLLiS? 'When is he going to finish?' S2 RaayiH yxeLLiS-iSSeef-iljaay. 'He's going to finish next summer. 1. laazim yudrus - baTd-iDDuhuR 2. laazim yuktub-ilmektuub - l?usbuu -iljaay 3. laazim yirje min ferensa - bod ehreen 4. laazim yitkellem bi-leRebi - haadi-ssene NgaaLLe 5. laazim yiTmel Hefle - bad yoomeen 6. laazim y?eddim Teleb uyul - lemme yxeLLiS-ilmedrese 7. laazim yitjewwez - yoom-issabt-iljaay Drill 8. Substitution - Translation Base Sentence: RaaH ?ele-lmektebe Hette yudrus hunaak. 'He went to the library in order that he study there.' in order that he write his lessons 94 in order that he meet his friend in order that he speak with her in order that he get acquainted with .the new secretary in order that he look for the book in order that he submit an application in order that he give her his address Drill 9. Transformation Model: dares fi-beetu. 'He studied at home.' a. RaayiH yudrus fi-beetu. 'He's going to study at home.' b. laazim yudrus fi-beetu. 'He ought to study at home.' c. beaTd-me yudrus fi-beetu. 'after he studies at home' d. ?ebil-me yudrus fi-beetu. 'before he studies at home' e. lemme yudrus fi-beetu. 'when he studies at home' 1. 2. 3. 4. 5. 6. 7. rjiti min-iggaam. fettea§ne ele uyul. HeSeLt Tele-ddektooRaa. teRReft Tela ?exuu. Tmilne sehre mniiHr. shirtu TuuL-illeele. se?elhe-ddektooR telet ?es?ile. Drill 10. Chain Model: S S 1 S 2: 3 mweffe? gukren. gukren. ye (kemaal). mweffe?e ye (widaad). etc. Drill 11. Transformation. masculine --- feminine. Model: feen RaayiH? feen RaayHe? 'Where are you (m.s.) 'Where are you (f.s.) going?' going?' S1. 2. 3. 4. 5. 6. xeLLes-i-ddektooRaa. min feDlek, ?eTTiini-linwaan. wiSil-ilmeTaaR. RaaH ?T ele-SSeff. tfeDDel meTaana £ele-lbeet. haade mniiH-i-ktiir. 95 Drill 12. Translation 1. Please, give me your (f.s.) address. 2. We are going to give a party in his honor. 3. You (pl.) should speak Arabic in the Arabic class. 4. He went to Cairo to study Arabic at the Center for Arabic Instruction. 5. When is your (m.s.) brother going to finish secondary school? 6. Tell me, Salim: When are you going to return to Syria? 7. We are going to get married when we find a good job. 8. First of all, I studied French; then I went to France. 9. Tell me, boys: How are the Arabic lessons? F. Conversation maajid: ?eemta RaayHa txeLLSi-lmedrese? ?emeR : SSeef-i-ljaay-i-NgaaLLe. maajid: b&@deen 9u RaayHe tiTmeli? ?emeR : laazim ?erjeT Te liblaad. maajid: ?eeg RaayHe tiTmeli baed-me tirjaTi? ?emeR : RaayHe ?eHSeL ele guyul fi wezaaRt-i-tteTliim-il?erduniyye. maajid: kiif RaayHe tsaafri? bi-TTeyyaaRe wille bi-lbaaxRe? ?emeR : bi-TTeyyaaRe. maajid: ?uulii-li ween ?iqaamtik? ?emeR : Sind ?ehli fi-Temmaan. maajid: ?ehlik saakniin fi-Temmaan? ?emeR : ?eywe. RaayHiin le beruut be@d sane NgaaLLe. maajid: mweffe?iin ye ?emeR. ?emeR : ukRen. G. Review questions based on basic text 1. ?eemte wiSil mektuub Jack la ?emeR? 2. feen meHell ?iqaamtu fi-MeSiR? 3. b-?eyy luye laazim Jack yitkellem? 4. 9u laazim yiTmel Jack maa daam huwwe fi-MeSiR? 5. ?eemte RaayiH yxeLLiS-ilmedrese? 6. Tele ?eeg RaayiH yfettig bed-me yirjeT? 7. ?eemte RaayiH yitjewwez? H. Listening Comprehension (on tape) Listen to the passage on tape and then record your answers to the following questions: 1. 9u ?usum SeDii?i? 2. min feen huwwe? 3. ?eemte t~eRReft 'elee? 96 4. gu deresne fi-tuunis? 5. kii*f kaari-.iTT@?S hunaak? 7. miin Thil-iHefle ?ebil-ma saaferne? 8. min ?ayy-i--blaad kaanu-1?esaatze? 9. Tal~e feen saaferne ?one w-Dick ba'id-me xeLLeSne? 10. kiif saaferne? 11. gu zurne fi-MeSiR? 12. le-miin ketebt-ilmektuub min-ilqaahiR@? 13. bai~d ?ekem ?usbuuTi jaawebet ?uxti? 14. gu ?ult le-Dick be~d-me stelemt mektuub ?uxti? 15. saafart bi-ssayyaaRe Tale beruut? 16. Tale beet miin RuHt fi-lubnaan? 17. miin ?aabelt fi-ibeet? 18. gu zurt fi-lubnaan ?ebil-me rji~t STale ?erneerke? 97 ders-i -Tn@T A. NN@SS niyyaalhum 1. Taadil smi~ti gii mi newaal ye Heliime? 2. Heliime: ?eywe. RaayHe titjewwez ba~d telet ?a9hur. 3. Laadil: miin RaayHe9 titjewwez? 4. Helijime: muHaami min-il~iRaaq. 5. Laadil : feen ?aabelatu? 6. Heliime: fi beydaad, lemma RaaHet-i-tzuur ?6hilhe. 7. Laadil: RaayHiin yitjewwezu fi beydaad? 8. Heliime: ?eywe. wkemaan biddhum yiisuknu hunaak. 9. Laadil: niyyaalhum. RaayHe tukutbii-lhum Ten ?eriib? 10. Heliime: NgaaLLa. be~d-me yi rje~u min gahr-il1 Tsel. 11. Laadil : beLLe selimi Leleehum fi-imektuub. 12. Heliiine: ?eLLa ysallmek. ?ul-li: ?eddeeg-issee~e minfeDlek? 13. Laadil :telaate wNuSS. 14. Heliime: Len ?iznak. ?e RaayHa Lala-ssuu? ba~d.-i.-wayy. w?inte ween RaayiH? 15. Laadil ?ofla laazim ?arjaL Lala-ibeet. Lindi guyul. xaaTRik. 16. Hal'iime: meL-isselaame. 17. Laadil :?aLLa ysellmik. Lesson Twelve A. Te xt 98 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Adil : Halima: Adil : Hal ima: Adil : Halima: Adi Halima: Adi Halima: Adi Halima: Who is she going to marry? A lawyer from Iraq. Where did she meet him? In Baghdad, when she went to visit her family. Are they going to get married in Baghdad? Yes. And also they want to live there. Good for them. Are you going to write to them soon? Hopefully. After they return from their honeymoon. Please give them my regards in the letter. Certainly. Tell me: What time is it, please? Half past three. Excuse me. I am going to the market after a while. you going? I have to go back home. I have work (to do). Goodb Goodbye. Where are 15. Adil : 16. Halima: 17. Adil : ye. B. Vocabulary TnaT niyyaal hum simiT (min) ti tjewwez ?e9hur/tuThur (pl. of 9aheR) muHaami (m.) tzuur yitjewwazu biddhum yusuknu t6kutbi ?eriib (m.) Ten ?eriib yirjefu Tesel (m.) gehr-il Tesel ?eLLe (m.) ysellmek ?eLLe ysellmaek ?eddee seeTe ?eddee -i eeTe? telaate NuSS (m.) telaate wNuSS ?izin, ?izn- (m.) ?en ?iznek suu? (m.) ?arjeT twe I ve good for them! he heard (from) that she marry (someone), get married months lawyer, attorney that she visit that they marry, get married they want; they are going to that they live, reside that you (f.s.) write near soon that they return, come honey honeymoon God that he protect you may God protect you how much? hour; watch what time is it? back, go back three half half past three (o'clock), three thirty permission excuse me (requesting permission to leave); please market, bazaar that I return 99 xaaTRik (addressing f.s.) sal aame me?-issalaame ?eLLe ysaellmek goodbye (said by person leaving) safety goodbye (said by person remaining) (optional response to mea-issalaame) Additional Vocabulary waaHed (f. weHde) tneen (f. tinteen) telaate ?arbeTea xamse sitte sabTe temaanye tisTa TaegRe rubuT? / rubT- (m.) tult (m.) ?ille d?ii?e ?ew one two three four five six seven eight nine ten quarter, one fourth one third minus, less; to (the hour) minute or Vocabulary Notes 1. The Use of/?eLLe yselImek2 English and Arabic both have set expressions that are used on certain occasions, such as "Good morning!", "Happy New Year!", "Happy Birthday!", but Arabic seems to have far more than English. As a rule, each greeting or other set expression in Arabic has a set response. For example, there are two expressions translated "Goodbye", one used by the person leaving (/xaaTRek/) and the other by the person remaining (/me?-isselaame/). The expression /?eLL9 ysellmek/ 'God protect you!' is a response to any formu- laic expression containing a word which, like /ysellmek/, has /s 1 m/ some- place in one of its words. Thus, this expression may be used in response to /me&-isselaame/ 'goodbye' or to /sellim Teleehum/ 'give them my regards'; it need not, as a rule, be translated into English. Since such polite formulas are common and give a decided idiomatic flavor to your conversing in Arabic, you should master such expressions and the circumstances appropriate for their use. 2. Telling time Telling time in Arabic is fairly straighforward. /w-/ 'and' is used for times after the hour (i.e., up to half past) and /?ille/ 'minus, less' is used for times before the hour. Thus: 100 weHde wTgeere weHde wi-tneT '1:10' '1:12' tinteen ?ille @t eaare tinteen ?ille telaate '1:50' '1 :57' /rubuT/ 'a quarter' is used for "15" and "45", /NuSS/ 'half' is used for "30", and /tult/ 'a third' is used for "20" and "40". Thus: weHde wrubuT weHde wtult weHde wNuSS '1:15' '1:20' '1:30' tinteen ?ille tult tinteen ?ille rubu" '1 :40' '1:45' One minute past or before the hour is expressed by /d?ii?e/ 'a minute' and two minutes, by /d?ii?teen/ 'two minutes'. weHde wi-d?ii?e '1:01' weHde wi-d?ii?teen '1:02' tinteen ?ille d?ii?teen tinteen ?ille d?ii?a '1 :58' '1:59' Up to five minutes before or after the half hour is based on the half hour: weHde wNuSS ?ille xemse weHde wNuSS wxemse '1 :25' '1 :35' 3. /telaate/ vs. /telet/ The numerals given on page 100 are "independent numerals"--they must not be used with a following nQun; they can only be used independently, as in /sseeTe telaate/ '(It's) three o'clock', /tisTe wxemse/ 'nine plus five' A shortened form (without the feminine marker) is used when the counted noun follows, as in /talet benaat/ 'three girls'. C. Grammar 1. /biddhum/ 'they want' The invariable form /bidd-/ is used with suffixed pronouns in the meaning of "want". The full set of forms is: biddi biddek biddik biddu biddhe 'I want' 'you want' 'you want' ) 'he wants' - 'she wants' biddne biddkum biddhum 'we want' 'you want' 'they want' /bidd-/ is used with a following subjunctive, e.g., /biddhum yitjewwezu/ 'they want to get married'; or with a noun object, e.g., /?eeg biddkum?/ 'What do you want?'; /biddnG seyyaaRa/ 'We want a car'. Note that /biddne, biddkum, biddhum/ are spelled with two d's to show their structure but, like /mTellme/ on page 34, they follow the general rule that an identical consonant cluster coming before another consonant is pronounced like a single consonant. Thus, for example, the stem of /ysellmek/ is /ysellim/. 101 Drill 1. Conjugation Model: biddi ?edrus TeRebi. 'I want to study Arabic.' ?inte, intu, bintu, mune, ?uxti, huwwe, humme, inti, ?ene wkeriim, ?iHna 2. The Subjunctive Form We have now the remaining forms of the subjunctive. Second Person Masculine Singular: Citation: tuHDuR 'that you attend' The prefix for /?inte/ is /t-/ before a single consonant or a vowel, or /ti-/ before two consonants. In the citation form above the prefix is /tu-/ since the stem vowel is /u/. Other examples: RaayiH-i-tsellim Tele 'you're going to give greetings to' RaayiH tibTet 'you're going to send' RaayiH tudrus 'you're going to study' Third Person Feminine Singular: Citation: titjewwaz 'that she marry' The prefix is /t-/, /ti-/ or /tu-/, exactly like the second person masculine singular forms. Other examples: RaayHe tjaawib 'she's going to answer' RaayHe tismeT 'she's going to hear' RaayHe tudrus 'she's going to study' Third Person Plural: Citation: yirj@?u 'that they return' yisuknu 'that they live' yruuHu 'that they go' The prefix is /y-/, /yi-/ or /yu-/ depending on the stem, as for third masculine singular, and the suffix is /-u/ denoting plural. In /y6suknu/, the original stem is /-skun-/ but the stem vowel /u/ is dropped because of regular pronunciation rules, and a /u/ has reappeared between /s/ and /k/ to avoid a cluster of three consonants. Thus the third mascu- line singular is /yuskun/ as in /RaayiH yuskun hoon/ 'he's going to live here'. In like fashion the stem of/t6ikutbi/ is /-ktub-/, giving /?ektub/, /tuktub/, etc. 102 Summary of Subjunctive Forms: Inflections singular plural Illustrations singular plural 1 2m 2f 3m 3f ?t- ti- ti- yi- ti- ni- -i J ti- -u yi- -u ?erjeT tirjeT tirje&i yirjeT tirjeT 3 nirjeT tirjeTu yi rjaiu 3. Uses of the Subjunctive We encounter in this lesson the following additional uses of the subjunctive: a. After a verb of motion with the meaning of purpose, e.g., RaaHat-i-tzuur ?6hilhe. ?eemte RaaHu ydHuDRu-lmuHaaDeRe? b. After /bidd-/ 'to want', e.g., 'She went to visit her family.' 'When did they go to attend the lec- ture?' ween biddhum yusuknu? ?eeg biddu yzuur? biddi ?erjeT meTaahum. 'Where do they want to live?' 'What does he want to visit?' 'I want to go back with them.' c. The subjunctive is also used independently in wishes, i.e., "may.., "I hope that ...". Examples: ?eLLe ysellmaek. ?eLLe yismea minnek. yibret-lek-ilxeer. 'God protect you.' 'May God listen to you (and your entreaty).' May He send you prosperity.' Henceforth expressions followed by the subjunctive mood will be so identi- fied in the vocabulary section of each lesson. 4. Plurals of Nouns. English and Arabic both make their nouns plural in two ways: (1) by adding a suffix, as in English boy - boys and Arabic /meHell/ - /meHallaat/; and (2) by changing the arrangement of vowels within the word, as in English foot - feet and Arabic /weled/ - /wlaad/ or /maktuub/ - /makaatiib/. Com- binations of the two devices also occur, as in English child - children and Arabic /?uxt/ - /xewaat/ or /?ustaaz/ - /?esaatze/. And both languages have rules that handle most of the plurals, but which leave a large residue of items whose plurals simply must be memorized. In this lesson we will take up what is probably the most common plural pattern, and deal with the other patterns in subsequent lessons. 103 The Feminine Sound Plural /-aat/. In Arabic grammar those plurals based primarily on suffixes, as in /TeLebaat/, are called "sound plurals", while those involving internal vowel changes, as in uyul/-/?e9yaal/, are called "broken plurals". There is a general rule that says that a singular noun ending in the feminine marker /-e/ or /-e/ forms the plural by replacing the feminine marker with /-aat/, which is referred to as the feminine sound plural suffix. The following nouns fit this rule: sefaaRe dektooRe ti lmii ze girke jaamTe mellme sikirteeRe TeyyaaRe seyyaaRe sehRe Hefle zyaaRe muwaafe?e SeDii?e seeTe muHaaDeRe sefaaRaat dektooRaat tilmiizaat gerikaat jaamiTaat mellmaat sikirteeRaat TeyyaaRaat seyyaaRaat sehRaat Heflaat zyaaRaat muwaafe?aat SeDi i ?aat seeTaat muHaaDeRaat 'embassy (embassies)' 'woman doctor(s)' 'student(s)' 'company (companies)' 'university (universities)' 'teacher(s)' 'secretary (secretaries)' 'airplane(s)' 'car(s)' 'soiree(s)' 'party (parties)' 'visit(s)' 'approval(s)' 'friend(s)' 'hour(s)' 'lecture(s)' Also included here are the feminine nouns ?uxt - xewaat bint - benaat 'sister(s)' 'girl(s)' and the masculine nouns meHel 1 TeLeb meTaar - meHellaat - TeLabaat - meTaaRaat 'place(s)' 'request(s)' 'airport(s)' On the other hand, the following feminine nouns marker do not usually take the feminine sound plural ending in a feminine but some other one: Teele sene 'famil y' 'year' baaxRe leele 'ship' night' The noun /selaame/ 'safety' has no plural. Henceforth, a noun that takes /-aat/ for its plural will be listed in the vocabulary section in the singular form with /-aat/ in parenthesis; this suffix is to be added to the singular after the feminine marker, if any, has been removed. If the plural is formed otherwise, the entire plur- al form will be put in parenthesis. Examples: meHell (-aat) ?uxt (xewaat) 'place' 'sister' (plural = meHellaat) (plural = xewaat) 104 5. /telet ?eThur/ vs. /telet-tuThur/ 'three months' The Arabic numbers for "three" through "ten" take plural nouns, as in /?aRb@T wlaad/ 'four children'. Certain plural nouns beginning with glottal stop /?/ have, after these numerals, an alternative form in /t/, two of which we have now had: /telet ?eahur/ or /telet-tughur/ 'three months' /?eRbeY ?eyyaam/ or /?@Rbe?-tiyyaam/ 'four days' The /t/ forms are hyphenated to show that they are (a) used only with these seven numerals and (b) they must be pronounced together with the numeral as if they were a single word. D. General Drills Drill 2. Substitution Base Sentence: a. huwwe RaayiH yuskun fi-beydaad. ?ene, hiyye, ?intu, humme, Nancy, ?iHne,?inte, Heliime, xewaathe, ddektooR 'He is going to live in Baghdad.' SeDii?i, Taadil w- b. Repeat items in a. using: huwwe laazim yuskun fi-beydaad. huwwe biddu yuskun fi-baydaad. Drill 3. Chain a. Teacher writes numbers 1-12 on the board and asks individual students to say the numbers in Arabic. b. Individual students count from 1-12. Drill 4. Question - Answer with cues Model : 1:05 ?eddeeg-i ssee e? weHde w-xemse. 'What time is it?' 'Five past one.' 1:00, 1:10, 1:15, 2:20, 2:30, 2:40, 2:45, 2:50, 2:55, 3:00, 3:12, 3:15, 4:30, 5:40, 6:45, 7:48, 8:03, 9:20, 10:08, 11:45 Drill 5. Chain Model: a. xaaTrek. meT-issel aame. b. me?-isselaame. ?eLLe ysellmak. 'Good-bye' 'Good-bye' 'Good-bye' 'Good-bye' 105 c. xaaTrek. meT-isselaame. ?aLLe ysellmek. 'Good-bye' 'Good-bye' Drill 6. Substitution - Translation Model: biddhe tsaafir bed-i-gwayy. 'She's going to leave after a while. in two minutes in two weeks next week in one hour in a year next month in two hours in two years next year in one week next Tuesday next Friday Drill 7. Transformati.on Transform the following from singular into plural making the neces- sary changes. Model: derast fi jaame kbiire. deresne fi jaamaat kbiire. 'I studied in a big university. 'We studied in big universities.' S1. 2. 3. 4. 5. 6. 7. 8. 9. kaan fi sehRe mniiHae. ?aabelt-issikirteeRe fi-ssefaare. RaayiH ?ektub maktuub bi-leRebi. ?uxti biddhe tisme?-ilmuHaaDeRe. ?eddemt Teleb le- irke. ?inti laazim-i-tsaafri bi-TTeyyaaRe. Timil Hefle Tele eRef-il?ustaaz. ?ili weled fi-beruut. RaaHet bintu Tele-ddektooRe. Drill 8. Transformation Transform the following statements into questions, using /?ekem, kiif,?eemte, feen, miin, 9u, ?eyy/,where they fit. Model: Raayha titjewwaz semiir. miin RaayHe titjewwez? 'She's going to marry Samir. 'Who's she going to marry?' 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Tindi Seff-isseeTe tinteen. smi Tt min SeDii?ek feriid. biddu yuktub maktuub. Tindhe ders frensaawi hel?eet. ?uxtu jaaye beod-i-4weyy. tSeRReft Tale ?exuuhe fi-Hefle. saafer Tele MeSiR Hette yudrus hunaak. £milt fi-lbenk telet ?eThur. ?uxthe likbiire fi-ljaame. TTe?S fi lubnaan Hilu fi-SSeef. tjewwazu yoom-ilxemiis-iLMaaDi. 106 Drill 9. Translation 1. She is going to write to her family after she finds a job. 2. We want to go to hear our professor's lecture. 3. Please give her my regards when you write to her in Syria. 4. We have a class at 3:10 in the afternoon. 5. Good for him! He is going to get married next week. 6. We got acquainted with the Iraqi ambassador when we visited the Iraqi Embassy last month. 7. My brother is coming from Lebanon next Saturday. 8. When are you (pl.) going to visit the new house? E. Conversation jemiil: ween RaayiH titjewwaz ye aTeli? Tali : fi-99aam. jemiil: RaayHiin-i-tRuuHu gahR-ilTesel? eTali : ?eywe. biddna nRuuH-ilqaahiRe NgaaLLa. jamiil: ?eemte biddkum titjewwezu? LTeli : Len ?eriib. beaTd ?usbuuTeen. jamiil: RaayHiin tisuknu fi-9aam beTd-me tirjeaTu min ehr-iliesel? Teli : ?eywe. wbed NuSS sane RaayHiin-i-nsaafir Tele ?emeerke. jemiil: miin ?ilak fi-?emeerke? eTali : ?uxti wjoozhe. jamiil: 9u RaayiH tiTmel hunaak? Tali : biddi ?adrus fi-ljaamTe. jemiil: u biddek tudrus? eTali : handese. jamiil: ?eddees-isseeae Ten ?iznak? Tali : Hde@ig ?ill@ tult. jemiil: laazim ?eruuH Tele-lbeet hel?eet. Teli : meL-isselaame. jemiil: ?eLLe ysellmek. F. Review questions based on text 1. ?eemte RaayHe newaal titjewwez? 2. miin RaayHe titjewwaz? 3. min ween huwwe? 4. feen ?aabelhe? 5. min feen newaal? 6. feen RaayHiin ydsuknu be@Td-me yitjewwezu? 7. ?eemte RaayHe Haliime tuktub le-newaal? 8. Tele feen RaayHe Heliime beTd-i-gwayy? 9. RaayiH Taadil yuHDuR-ilmuHaaDeRe? 10. 9u fii Lind Taadil beaTd-iDDuHuR? 11. le-?eyy seeLe Lindu druus? 12. miin ?aal xaaTRik? 13. Mu jaawebetu Heliime? 107 daers-T@L@7T A. NN@SS finjaan ?ahwe TaRebi 1. n&?iim: m@RHebe. 2. naadya: meRHebteen. 3. na~iim: be?addim-lik SeDii?ti Judy, ye naadye. 4. naadye: tgeRaefna. tfeDDeLu steriiHu. 5. neTlim: Judy bti~ref 'iaRabi mniiH. gu Raayik titkellemi bi-lieRebi 6. naadye: mniiH-i-ktiir. wkernaan RaayH@ ?asemmi~kum musiiqe STeRebi, w-?e~m@'1-i-1kum finjaan ?ehwe '?eRebi. 7. Judy Tayyib, fig STindi ?eyy maani'T. 8. Judy gu bti 9ti yli ye naadye? 9. naadye: begtyi1 fi maktab-ilbariid. 10. Judy :?ekem sane ?ilik fi he-liblaad? 11. naadye: telt-i-sniin. 12. Judy bitfekkri tirje'?i £e-liblaad? 13. naadye: NgaaL~e. w?inti gu btiS~meli hoon? 14. Judy bagtyi1 neers fi-1mustegfe. 15. naadye: feen tS~e11emti STeRabi? 16. Judy fi-ibeet. ?ebuuy min ?aSiL TaRebi. wdaaymen bitkellem meS~aana bi-IeaRebi fi-ibeet. 17 nade-Se zAD ?ji-ihe 108 18. naadya: tf@D-Delu, NgaaLLe bti Tjibkum-i l ?ehwe. 19. Judy : ye selaam! ?ehwe kweyyse ktiir. 20. neaTiim: ysellim ?ideeki Tale he-1?ehwe ye naadye. 21. naadye: SeHHteen wraafye. eRReftuune. Lesson Thirteen A. Text A Cup of Arabic Coffee 1. 2. Na'im: Nadia: Hello. Hello. I 3. Na'im: Let me introduce to you 4. Nadia: I'm happy to meet you. 5. Na'im: Judy knows Arabic well. 6. Nadia: Very good. And also I a you and make you a cup o 7. Judy : O.K. I don't mind at al my friend Judy, Nadia. Please sit down. How about speaking to her in Arabic? m going to play some Arabic music for )f Arabic coffee. 8. Judy : What do you do, Nadia? 9. Nadia: I work at the Post Office. 10. Judy : How many years have you been in this country? 11. Nadia: Three years. 12. Judy : Are you thinking of going back to the old cou 13. Nadia: Hopefully. What do you do here? 14. Judy : I work as a nurse in a hospital. 15. Nadia: Where did you learn Arabic? 16. Judy At home. My father is of Arab origin. And he Arabic with us at home. 17. Nadia: Excuse me so I can bring the coffee. ntry? always speaks * 18. 19. 20. 21. Nadia: Judy: Na'im: Nadia: Please have some. I hope you like My! (It is) Very good coffee. Thank you for this coffee, Nadia. You're welcome. (You have honored the coffee. us.) 109 B. Vocabulary TeLoTTeTo finjaan (m.) (fenaajiin) ?ehwe MeRHebteen be?eddim t~eRRefnea striiH/steriiH tfeDDeLu-steriiHu (pl.) bti£ref Raay (m.) (fi-) gu Raayek (+ subjunctive) ?esemmi i musiiqo (f.) ?emall fi g/me fiig/maa fii ?eyy maaniT (m.) btitiyli beatyi l sene (sniin) bitfakkri (+ subjunctive) btiTmali neers (f.) (-aat) mustafe (m.) (muttafeyaat) ?ebuuy ?eSiL, ?eSL- (m.) daaymen bitkallam ?ajiib btiTjib ye salaam. kweyyis (f. kwayyse) ?ideek ysellim ?ideek (ele) SeHHe Taafye (Tewaafi) SeaHHteen wiaafye geRRef 9eRReftuune thi rteen cup coffee hello ("two hello's") I introduce, present we have been honored (m.s.) rest! sit down! please sit down. she knows opinion (on) what do you think of...? how about...? that I make (s.o.) hear, that I play (music) for (s.o.) music that I make there is no, there are no (in negative statement) any objection you (f.s.) work I work year (years) you (f.s.) think, you are thinking you (f.s.) do, are doing; you make, are making nurse hospital my father origin always he speaks, is speaking that I bring, that I get (f.s.) it pleases (expression of amazement) my goodness! how nice'. good your (m.s.) hands may God protect your hands (for) = thank you (for) (having done something for me) health (good) health (may it bring you) the best of health (said to a guest who has just thanked you for food or drink) he honored you (pl.) have honored us 110 Additional Vocabulary 9aay (m.) tea Mayy (m.) water Vocabulary Note: /t§eRRefne/ and /§eRReftuune/ The verb /t§eRRefne/ 'we have been honored' is from the verb /tgeRRef/ meaning "to be honored." It is often used on being introduced, as in the Basic Text; it is also used to respond to an invitation to visit someone, giving the meaning "we will be honored (to visit you)." The preposition /bi-/ is used to translate "by," as in /teRRefne biziyaaRitkum/ 'we have been honored by your visit.' The verb /§eRRef/ 'to honor' is a transitive verb taking a direct object. It means "to do honor to someone", as in /§eRReftuune biziyaaRitkum/ 'You have honored us by your visit.' The verb /tieRRef/ 'to be honored' is the passive of the verb /§eRRef/ 'to honor.' C. Grammar 1. Non-Agreement of Adjectives Adjectives must agree with the nouns they modify. In this lesson, however, we have two instances of non-agreement: masculine adjectives used with feminine nouns: finjaan ?ehwe 'TeRebi 'a cup of Arabic coffee' musiiqe TeRebi 'Arabic music' In other contexts these expressions might occur with full agreement, e.g. biddkum ?ehwe TeRebiyye? 'Do you want Arabian coffee?' 2. /fig/ 'there is not, there are not' /fig/ is the negative of /fii/ 'there is, there are'. It is also completely invariable in form, and normally precedes the subject of the clause. Alternate forms that are also heard are /me fiig/, /me fi§/ and /maa fii/. 3. /fig 9indi/ 'I don't have' /Tindi/ 'I have' and /?ili/ 'I have' are prepositional phrases translated into English as verbs. They are negated by /fig/ or its alternate forms, as fi ?indi maani. 'I don't mind.' me fit ?ilu wlaad. 'He has no children.' Drill 1. Substitution Model: a. fi~ Lindi ders 'I don't have a class.' SeDii?, fuyul, Seff, sikirteeRe, ktaab I11 b. fi ?ili beet 'I don't have a house.' ?uxt, dektooR, wlaad, bint 4. /?@kem sene ?ilak.../ 'how lonq have you been...?' The English expression "How long have you been here?" is based on the verb "to be". Arabic says "how many years (months, hours, etc.) do you have here?", using /?ilak/ as "to have". Illustrations: ?akam seeTa ?ilu hoon? 'How long (how many hours) has he been here?' ?eddee ?ilak hoon? 'How long have you been here?' ?ilu ?usbuuTeen fi ?ameerke. 'He's been in the States two weeks.' Drill 2. Chain S1: ?akam sane ?ilak fi ?emeerke? 'How long have you been in America?' S2: sene weHde. 'Just one year.' 5. /btiTjibnif 'I like it' /btiTjib/ means literally "it pleases"; it agrees with the thing that is pleasing, and takes as a direct object the person who likes it. he-l?aehwe btiTjibni 'I like this coffee.' he-lmaktuub biTjibni. 'I like this letter.' he-lmakaatiib btiTjibhum. 'They like these letters.' 6. The Indicative Form of the Verb The indicative mood is built from the subjunctive by addition of the prefix /b-/; the various inflectional prefixes and suffixes of the sub- junctive remain unchanged, except for the first person singular where the prefix /?a-/ loses its glottal stop /?/ and the third masculine singular where the /y/ of /yi-/ is lost. In accordance with the rule that clusters of two consonants are per- missible,/b-/ is prefixed to forms beginning with a single consonant or a vowel, and /bi-/ is added to forms beginning with two (or three) con- sonants. This lesson introduces the singular forms of the verb; for each form the stem of the imperfect tense verb is given, then the subjun- ctive, and lastly the indicative form. First Person Singluar Stem Subjunctive Indicative -?eddim- ?a?ddim be?addim 'I present' -drus- ?edrus bedrus 'I study' -tyil- ?aityil baltyil 'I work' -aaxud- ?aaxud baaxud 'I take' 112 Second Person Masculine Singular -drus- -fakkir- -aaxud- -jiib- tudrus tfakkir taaxud tjiib btudrus bitfakkir btaaxud bitjiib 'you you you you study' think' take' bring' Second Person Feminine Singular -Nimal- -ktub- -zuur- -aaxud- ti Nmeli t6kutbi tzuuri taaxdi bti nameli bt6ikutbi bitzuuri btaaxdi you you you you make' write' visit' take' Third Person Masculine Singular -tkel lem- -ktub- -zuur- -aaxud- yitkellam yuktub yzuur yaaxud bitkel lem buktub bizuur baaxud 'he speaks' 'he writes' 'he visits' 'he takes' Note that the /yi/ and /yu/ of the subjunctive lose the /y/ in the indicative, giving /bi-/ and /bu-/ respectively, and that /y-/ becomes /bi/ before a consonant and /b-/ before a vowel. /baaxud/ thus may mean either "I take" or "he takes". Some Palestinians retain the /y/ in the masculine singular indicative, giving /byaaxud/ 'he takes'. Third Person Feminine Singular - raf- -Tjib- -skun- -jaawib- -aaxud- tiTraf tiTjib tuskun tjaawib taaxud bti Tref btiTjib btuskun bitjaawib btaaxud 'she knows' 'it pleases' 'she resides' 'she answers' 'she takes' The third feminine singular is exactly the same as the second masculine singular. 7. The Uses of the Indicative The subjunctive is used in wishes, e.g. /?eLLe ysellmak/ 'God protect you' or after certain expressions of necessity /laazim/, desire /biddi/, uncertainty /lemme/, purpose /Hatte/, etc. The indicative, on the other hand, expresses what the speaker considers to be a fact or reality or potential fact or reality. This can be a. habitual action, something that is done customarily or habitually, e.g. bedrus begtyil bitkellem 'I study' 'I work' 'he speaks' 113 Such expressions as "always", "usually", "every day", etc., tend to accompany the indicative verb in this meaning. b. Progressive action, an act in the process of going on, e.g., bitfekkir 'you are thinking' bti'meli 'you are doing' bedrus 'I am studying' With this meaning the implication is "now" or "right now", "at this (point in) time". Thus, /9u btudrus/ can be translated either "What do you study?" in the context of "habitually" or "usually", or "What are you studying" in the context of "now" or "this term". c. Future action, an act which will take place, e.g. NgaaLLe btitjibkum. 'I hope you will like it.' berje'T beaTd-i-9wayy. 'I'll return in a while.' Expressions of future time usually accompany this meaning, e.g., "later", "tomorrow", or, as in the example above, "I hope" or "hopefully". d. Generalized statement, a statement with some sort of permanent truth value, as btiTraf TeRabi mniiH. 'You know Arabic well.' btiTjibni ktiir. 'I like it a lot.' baref ?usmu. 'I know his name.' These are timeless expressions, not necessarily occurring in the context of particular time-expressions. e. Performative action, an action which is performed by the act of saying the verb, e.g. be?addim-lek keriim. 'I present to you Karim.' In short, the indicative verb of Arabic may be translated by the simple present tense in its various meanings, as "I study"; by the progressive form in its various meanings, as "I am studying"; or by the future forms, as "I will study". You should choose the proper translation according to the context in which the verb is found. 8. /laa?a - bilaa?i/ 'to find' This verb is conjugated in general like the other verbs we have had, but with certain differences. Since these differences are themselves quite regular, it is worthwhile memorizing the conjugation of /laa?i/ at this time. 114 Imperfect tense: Stem: -laa?i- Singular Plural 1 balaa?i binlaa?i 2m bitlaa?i bitlaa?u 2f bitlaa?i 3m bilaa?i bilaau 3f bitlaa?i j Observation: When the suffixes /-i/ of the second singular feminine and the /-u/ of the second and third plural are added to an imperfect stem ending in /-i/, the /-i/ of the stem is elided. Perfect tense: Stem: laa?G- Singular Plural 1 laa?eet laa?eene 2m laa?eet . JIlaa?eetu 2f laa?eeti 3m laa?a laa?u 3f laa?et Observations: The stem /laa?e-/ is the basis of the third person forms, where the /-u/ of the plural replaces the /-e/ of the stem; the first and second persons are based on the stem /laa?ee-/. It is a rule that if the perfect stem of the verb ends in /-a-/ then the /-e-/ is replaced by /-ee-/ in the first and second persons. Memorize the conjugation of /laa?e-laa?i/ given above. D. General Drills Drill 3. Chain Model: SI: b?e?ddim-lek SaDii?i (Taadil) ye TumeR. 'I introduce to you my friend Adil, Omar.' S2 t§aRRefne. 'I am happy to meet you. Drill 4. Substitution Model: tfeDDeL-i-striiH ye Jim. 'Please sit down, Jim.' 115 saami, dektooR, meryam, widaad, wlaad, Sue, sitt, ?ustaaz Drill 5. Substitution Model: ?ene bedrus TeRebi fi-ljaamTe. 'I study Arabic at the University.' Judy, ?iHne, ?inte, semiir, hiyye, huwwe, ttilmiiz, ?uxtu, ?ibni, ?exuuhe Drill 6. Translation - Substitution Base sentence: 9u Raayek tudrus meTaane fi-lbeet? 'How about studying with us at home?' going with us to Beirut working in the hospital writing a letter in Arabic giving a party in their honor attending the lecture today making us a cup of coffee speaking in class in Arabic introducing her to your family getting the Ph.D. before next summer Drill 7. Chain SI ~en ?iznak ye (saami). Tindi Saff beTd-i-gwayy. 'Excuse me, Sami. I have a class in a little while.' S2: meT-i-sselaame. 'Goodbye.' Drill 8. Translation - Substitution Base sentence: ye selaam! haadi ?ehwe kweyyse ktiir. 'My! This is very good coffee.' This is a very big university.' This is a very pretty girl.' This is a very important ambassador. This is a very difficult lesson.' This is a very big hospital.' Drill 9. Chain SI: ysellim ?ideek Sele he-l?ekil. 'Thanks for this food.' S2: SeHHteen w-Saafye. 'You are welcome.' 116 Drill 10. Double Substitution Model: N aaLLe btiTjibkum-i-l?ehwe. 'I hope you will like the coffee.' ?inti - ders kaamil - beruut huwwe - Hefle ?ene w?inti - meSiR hiyye - medrese faaTme - jaamTe ?iHne - beTalbek l?asaatze - sikirteeRe humme - musiiqe suheyle w?exuuhe - he-liblaad ?intu - muHaaDeRe lbenaat - ?ekil TaeRebi Drill 11. Translation 1. How about a cup of Arabic coffee with me, Jean? 2. Does your (m.s.) friend know Arabic well? 3. We don't have an Arabic class next Friday. 4. I study English at the university, but my brother is studying engineering. 5. My sister always speaks in Arabic at home. 6. Excuse me, Dick! I have to go now. 7. My goodness! This is a very pretty car. 8. Please give your father my regards when you write to him. 9. Tell me, Farida! When is your sister coming back from Baghdad? 10. She met him in Cairo, but they got married in Amman. E. Review: Questions on basic text. 1. 9u ?usum S@Dii?it naTiim? 2. le-miin bi?eddimhe? 3. btirref Judy TeRebi? 4. b-?eyy luye bitkellemu fi beet naadye? 5. 9u bitsemmiThum naadye? 6. 9u btiltyil naadye? 7. ?ekem sene ?ilhe fi ?emeerke? 8. RaayHe tirjeT ?ele liblaad? 9. 9u btigtyil Judy? 10. ween trollemet Judy TaeRebi? 11. 9u ?@SiL ?ebuuhe? 12. 9u bit?uul-nnaas lemme yjiibu-l?ehwe? 13. 9u bi?uulu-nnaas lemme yaaxdu finjaan-i-l?ehwe? 14. 9u ?aalet Judy le-naadye be@d-me a?exedet finjaan-i-l?ehwe? 15. w-gu ?aal naTiim? 16. 9u jaawebethum naadye? F. Listening Comprehension (on tape) 1. Listen to the dialogue on tape and then answer the questions below. 1. miin kaan met meryem-i-mbaaRiH? 117 2. feen saakin semiir? 3. §u bigtyil? 4. §u ?eje yiTmel? 5. ?ekem sane ?ilu fi Washington? 6. ?eemte biddu yirjeT? 7. Taele feen RaayHe meryem w?exuuhe leelt-i-ssebt? 8. ?eemte RaayHiin yisheru Tind yuusif? 9. miin ?aal meT-i-sselaame? 2. Teacher asks individual students to reproduce orally in class the dialogue they listened to on tape. 118 ders ?aRBe9TeT A. NN@SS Saff-i-1le@Rebi 1. h aalea : ? u 1 --li. y Fred: ?gkem see'ia fj*,-l?usbuu, -i-btddursu iTeRbi? 2. Fred: bnudrus telet seei~aat fi-i?usbuuT. 3. haala :fii te"aamizl1-ktaaR fi Seffkur? 4. Fred fi-SSeff SabeTeTeR tilmiiz haadi-ssene. 5. haala kulihum bi'tkellemu b'-l~aRebi mnitlek? 6. Fred :?eywa. kuline bnitkellemn bi-V~eRabi,- bass-i-bnitkallamg-i- mniiK. 7. haale: ?i nte b ti hem Le TRabi kweyyis. wkemaan-i-btitkallam-i-mnifl. 8. Fred gukRefl. bitfakkri'.*nnaas bifheiriu £alayy lamme ?aRuuH-i- zyaaRe To 1ib~aad-ilT@~Rabiyye? 9. haale :me'iluum. ?eemta naawi tsaafir? 10. Fred bes~d sitt ?asebii?. 11. haale Tole feen--i-msaafir? 12. Fred : ?le-l?uds w'Temmaan. 13. haale btiTRef Hed hunaak? 14. Fred :?eywe. fii ?ili SaDii? saakin fi'-i?uds. 15. haala ?izefl RaayiH tiNiBSit-i*-ktiir hunaak. 16. Fred :n~aaLL9. Lesson Fourteen 119 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Fred Hala Fred Hala Fred Hala Fred Hala Fred Hal a Fred Hala Fred Hal a Fred We study three hours a week. Are there many students in your class? There are seventeen students in the class this year. Do all of them speak Arabic like you? Yes. All of us speak in Arabic; but we don't speak well. You understand Arabic well. And also you speak (it) well. Thanks. Do you think people will understand me when I go for a visit to the Arab countries? Of course. When are you planning to go? In six weeks. Where are you going to? To Jerusalem and Amman. Do you know anyone there? Yes. I have a friend living in Jerusalem. Then you are going to enjoy yourself there. I hope so. B. Vocabulary ?eRBeTe&T btddursu bnudrus tilmiiz (telaamiiz) ktaaR (pl. of ktiir) SebeTeTeR (foll. by sing. n.) bitkella emu mitil, mitl- bnitkellam bass bnitkel la em btifhem bifhemu TalG bifhemu Telayy meGl uum naawi (f. naawye) (+ subj.) ?asaabiiT (pl. of ?usbuuT) msaafir btiTRef (+ subj.) Had ?izen fourteen you (pl.) study we study student(s) many seventeen they speak like, as, such as we speak but; only we don't speak you understand (something) they understand (someone) they understand me certainly, of course intending, planning weeks traveling, going you (m.s.) know (how to do s.th.) anybody, somebody then, in that case Additional Vocabulary xemesTeT siTTe sabeTTeT tamenTeT tis&?TGT? Tigriin SebaaH- i I xeer SabaaH-iNNuuR fifteen sixteen seventeen eighteen nineteen twenty good morning good morning (greeting & response) (alternative response or greeting) 120 C. Pronunciation 1. Shortening of Unstressed Long Vowels Long vowels attract word stress, as you learned in the rules for stress placement. If the stress should shift away from a long vowel, as, for example, when a suffix is added, that long vowel is shortened. It does not, however, become quite as short as a short vowel, nor does its quality change. Thus, there are the following vowel types: (a) the original long vowel, e.g., sakkin 'living, residing' (m.s.) where /aa/ equals "a" in English "cad", but longer (= ma:); (b) the shortened long vowel, e.g., saakni'in 'living, residing' (pl.) where /aa/ equals the "a" in "cat" (= m); and (c) the short /G/, whether stressed or unstressed, e.g., /medrese/ 'school' where /e/ equals "u" in "cut". Likewise there are (a) long /ii/ stressed, e.g., ji'ibu (= "ee" in "breed") (b) long /ii/ unstressed, e.g., jiibu'i (= "ea" in "beat") (c) short /i/, e.g., bfddi (= "i" in "kit") and (a) long /uu/ stressed, e.g., zuur (= "oo" in "moon") (b) long /uu/ unstressed, e.g., zuuri'i (= "ui" in "suit") (c) short /u/, e.g., zdrne (= "u" in "put") 2. Replacement of Long Vowels before Two Consonants by Short Vowels We have had two cases of replacement of long vowels in verb stems by the corresponding short vowels: a. stem (Perfect Tense): long vowel short vowel ?aal- ?aal 'he said' ?Gl-li 'he said to me' b. stem (Imperfect Tense): long vowel short vowel -?uul- ba?uul 'I say' ?ul-li 'tell me' These illustrate the rule that if a verbal stem contains a long vowel which comes to be followed by two consonants, that long vowel is replaced by the corresponding short vowel in some dialects. Further illustrations: Perfect Tense: btiRef iu ?l-li? 'Do you know what he told me?' 121 (c.f. ?aal 'he said') Indicative: u RaayiH ?e?ul-lu? 'What am I going to tell him?' (c.f. be?uul 'I say') Subjunctive: laazim-i-tjib-li i mniiH. (c.f. bitjiib 'you bring') 'You must bring me something nice.' This replacement by a short vowel does not take place in the imperative. Here, if the long vowel comes to be followed by two consonants, the vowel is shortened somewhat, but the vowel quality remains the same as described in section 1 above. Thus: tfeDD@L zuurne! 'Please visit us!' D. Grammar 1. Indicative Mood: Plural Forms The plural forms of the indicative are formed, as in the case of the singular ones, by prefixing /b-/ to the subjunctive forms (/bni-/ before two consonants). Stem -tkal lem- -drus- -fattig- -aaxud- Subjunctive nitkellem am nudrus nfetti naaxud Second Person Plural -drus- tidursu -tkellam- titkellemu -jiib- tjiibu -aaxud- taaxdu Third Person Plural -tkellem- yitkellemu -fhem- yifhemu -jaawib- yjaawbu -aaxud- yaaxdu Indicative bnitkellam bnudrus binfetti~ bnaaxud btddursu btitkell amu bitjiibu btaaxdu bitkellemu bifhamu bijaawbu baaxdu 'we speak' 'we study' 'we look for' 'we take' 'you study' 'you speak' 'you bring' 'you take' 'they speak' 'they understand' 'they answer' 'they take' As in the case of the third loses the /y/ in the indicative. it with stems beginning in /aa/, masculine singular, the third plural Some Palestinians, however, do retain giving /byaaxdu/ 'they take', etc. 122 Summary of Indicative Inflections: 1 2m 2f 3m 3f Singular be- bti- bti- -i bi- bti - Plural bni- bti- -u bi- -u bemel btiTmel bti Tmeal i I Example "to make" bni Tmal bti Tmel u biTmelu bi mel bti Tmel Drill 1. Repetition - Conjugation ?ene ?inte ?inti huwwe hiyye ?iHnea ?intu humme be?uul bi t?uul bit?uuli bi?uul bit?uul bin?uul bit?uulu bi?uulu batkellam btitkell lam btitkellemi bitkellenm btitkellem bnitkellem btitkela emu bitkel lamu befetti bitfettis bitfettsi bifettis bitfetti binfetti bitfett§u bifettgu bedrus btudrus bt'dursi budrus btudrus bnudrus bti~dursu b'dursu 2. "Count to Ten!" TeeRe) purpose In to a here both English and Arabic they say "Count to ten!" (Tidd le- person who needs a brief cooling-off spell. Since our is to learn Arabic, let us count to 20: waaHed tneen tel aate ?eRbaTe xemse sitte sebe a temaanye tisTae Ta eaeRea '1' '2' '3' '4' '5' '6' '7' '8' '9' '10' Hdea Tneasv Tel eTTasv ?eRbeTTas xembsTeTs siTTe9 sebeoTeo temenTaev tiseTea i riin ?isrlin 'll' 1-121 11'1 '12' '13' '14' 1161 '15" '16' ' 7' '18' '19' '20' These are the forms used when one is counting, whether simply sheep in bed or items in an inventory or just plain counting. The points should be borne in mind: counting following -these are independent numerals, not for use with the name of the thing counted. -/waaHed/ and /tneen/ are masculine forms; the feminine forms are used, for example, after the noun /seee/ in telling time, e.g., /sseeTe tinteen/ 'It is two o'clock.' or when referring to individuals, e.g. /tinteen min-ittilmiizaat/ 'two of the (female) students' and /tinteen ?eju/ 'Two (women) came.' as opposed to /tneen ?aju/ 'Two (men) came.' 123 The numerals 3 through 10 above end in the feminine marker, but in their independent usage are used in reference to either masculine or feminine nouns. The twenty numerals listed above are referred to as the independent numerals. Drill 2. Chain Sl: waaHed S2: tneen, etc. Use independent numerals 1-20. 3. Counting Objects: 1-20 We have seen that the singular form of a noun includes the meaning of "one", that the dual form is used for "two", and that the numerals for "three" through "ten" are used with plural nouns. The numerals "three" through "ten" are used in their masculine form (without the suffix /-e/ or /-e/) in such phrases that include a plural noun. Compare: ?ekem weled findak? 'How many children do you have?' xamse 'Five.' xems-i-wlaad 'Five children. xemes banaat 'Five daughters.' /telaate/ '3' has the special form /talet/ in a numeral phrase. A few nouns beginning with // have an alternate optional form after the numerals 3 through 10, e.g. telet ?ehur / telet-tuThur '3 months' xemes ?eyyaam / xemes-tiyyaam '5 days' The numerals 11 through 19 also have a special form in numeral phrases: /-eR/is added to the independent numeral to form the phrasal numeral, which is then followed by a singular noun. Compare: fii ?akam tilmiiz fi haade-SSeff? 'How many students are there in this class?' SebeSTeT '17' SebeTe-eR tilmiiz '17 (m.) students.' Sebe'TeaeR tilmiize '17 (f.) students.' /titriin/ '20' is invariable in form; it is followed by a singular noun. Drill 3. Chain: Counting~objects S1: ders 124 S derseen S2: telt-i-druus 3 a) Use numerals 1-20. b) Repeat using the following items instead of ders: bint, seeTa, weled, ?usbuuT. 4. Negative of Verbs Indicative verbs are negated by suffixing /-4/ to the verb including hyphenated suffixes. If the verb or suffix ends in a vowel, that vowel is lengthened according to the regular rule. Notice that /-9/ attracts the stress to the last syllable. After a sibilant the form is /-ig/. bnitkallem 'we speak' - bnitkellamg 'we don't speak' binlaa?i 'we find' - binlaa?iig 'we don't find' bibTet-li makaatiib 'He sends me letters.' - bibVat-liig mekaatiib 'He doesn't send me letters.' btudrdsig-i-ktiir 'You don't study very much.' The word /bidd-/ 'want' is negated in the same way; note the /huwwe/ forms. biddi 'I want' - biddiig 'I don't want' biddu 'he wants' - bidduug or biddoog 'he doesn't want' 5. Verb Conjugations English has two tenses, the past and present. The past is derived from the present in two principal ways: (a) by suffixing -ed, e.g., talk - talked, show - showed, approve - approved (b) by internal vowel change, e.g., sing - sang, strike - struck, fly - flew. Arabic also has two tenses, the perfect and the imperfect. Unlike English verbs, however, all Arabic perfect tense verbs are derived from the imperfect by internal vowel changes, e.g. ?eddam 'presented' - ?eddim 'present' A. Four-Consonant Stems. I. Fortunately for the student of Arabic, most of these internal vowel changes can be classified into a reasonably small number of classes, many of which are completely predictable. The example above is an excel- lent illustration of a predictable pattern. That is, given an imperfect tense stem like /-?eddim-/, it is apparent from the combination of conson- ants and vowels that the perfect stem is /?eddem-/. /-?eddim-/ is described as being composed of the following: a consonant (here /?/, but symbolized by C), the vowel /e/, a double consonant /dd/ (symbolized by CC), the vowel 125 /i/, and a third consonant /m/ (again symbolized by C). Thus, /?eddim / is symbolized by -CeCCiC- The rule is that an imperfect stem of the pattern above forms the perfect stem by replacing the vowel /i/ with /e/: CeCCeC- We have had the following verbs that fit this rule: -?eddim- -weddiT- -fetti - -yeyyi r- -sellim- -xeLLiS- -sel lim- -se mmi L- -fekki r- -gerri f- / / / / / / / / / / ?eddem- weddeL- fette- Toen yeyyeR- sellam- ?elea xeLLeS- sel lem- semmeT- fekker- geRRef- 'present' / presented' 'bid / bade farewell to' 'look / looked for' 'change / changed' 'give / gave regards to' 'finish / finished' 'protect / protected' 'play / played (music) for' 'think / thought' 'honor / honored' It happens that the imperfect stem of these verbs is also at the same time the imperative masculine singular: ?eddim Telebek Toen ?eriib! 'Present your application soon!' The stem vowel is lost with the addition of suffixes: m.s. f.s. pl. ?eddim ?eddmi ?eddmu Arabic verbs are traditionally classified into ten or so conjugation types, based on the shape of the stems. Verbs like the above--with the second and third of four consonants identical--are called Form II verbs. Many Form II verbs have a causative meaning, e.g., /9eRRef/ 'cause or do honor (9eRef) to (someone)'. Like /9eRRef/, they are sometimes derived from a noun. 2. /jaawib/ exemplifies another predictable pattern: -CaaCiC- / CaaCeC- S -jaawib- / jaaweb- Here again the /i/ of the imperfect stem is replaced by /e/ in the perfect. Other members of this class include: 126 -saafir- / saafer- -?aabil- / ?aabel- -laa?i- / laa?a- 'to travel' 'to meet' 'to find' The imperative is the imperfect stem plus the usual suffixes: m.s. f.s. pl. travel! saafi r saafri saafru meet! ?aabil ?aabli ?aablu find! laa?i laa?i laa?u These verbs are characterized by a long vowel after the first con- sonant of the stem, and are called Form III verbs. They most generally have the meaning of "trying to do (something) to (someone)", or some variation on this theme. /saafer/is an example of a Form III verb derived from a noun,/sefer/. 3. Another predictable pattern is exemplified by /tkellam/ 'to speak'; this pattern is symbolized tCaCCeC / tCeCCaC This stem is like Form II stems, except that it begins sonant /t/, and both vowels are /a/. This pattern couldn't it is the same in both tenses: with the con- be simpler: Imperfect: Perfect : -tCeCCeC- tCaCCaC- -tkel lem- tkal em- e.g., batkallam e.g., tkallamt 'I speak' 'I spoke' Other illustrations we have had so far: -tal lam- -tTaRRaf- -tfaRRaj- -tmarran- -tjawwaz- -tgeRRaf- -tfaDDeL- tTel lam- tTeRRaef- tfeRRaj- tmarran- tjewwaz- t aRRaf- tfeDDaL- Tala Tele 'to learn' 'to get acquainted with' 'to look at' 'to practice' 'to marry' 'to be honored' 'to be so kind as to ... The imperfect stem is also the imperative, as illustrated below: m.s. f.s. pl. tfaDDaL! tfaDDeali! tfeDDelu! 'Please!' 'Please!' 'Please!' These verbs are Form V verbs; they are like Form II verbs except that the invariable consonant /t/ is added as the first consonant of 127 the stem; and note that II has an imperfect stem vowel /i/ while it is /e/ in V. This -t- is basically reflexive in meaning, so that V is reflexive of II; in some verbs this develops into a passive meaning. For example, /tTellem/ means "to learn" (cause oneself to know); in some contexts it will have the meaning of "to be educated" (in school). 4. The verb staRaaH 'to rest', symbolized in the imperfect by -st(a)CiiC- is conjugated as follows in the imperfect: Singular Plural 1 2m 2f 3m 3f bestriiH btistriiH btistriiHi bistriiH btistriiH bnistriiH btistriiHu bistriiHu The perfect stem is st@Caac- which is shortened to steCeC- in the first and second persons, since the two consonants: long vowel is followed there by 1 2m 2f 3m 3f steReHt steReHt steReHti staRaaH steRaaHet 3 steReHne steReHtu staRaaHu This verb exemplifies Form X, with an initial /ste-/. It has a variety of meanings, the one illustrated here being reflexive (cause oneself to rest). Note the stem vowels /ii/ (or /i/) in the imperfect and /aa/ (or /e/) in the perfect. 5. The verb /tfNiBSiT/ 'you have a good time', represents another predictable pattern. The underlying stem of the imperfect is of the pattern: -nCiCiC- The /n/ is a part of the pattern of these verbs; it signifies that 128 the verb is intransitive or passive in meaning. Unstressed /i/ elides in spite of the rules (p. 34), but a helping vowel /i/ is then inserted to break up the resultant three-consonant cluster. (In some dialects the three-consonant cluster is retained as such.) In the following the under- lying form is given first with stress marked and vowels to be elided slashed, and then the actual form is given. Underlying Form 1 2m 2f 3m 3f bi**-NBSiT btf-NB"iT b i i - Ng BfSi/- bi -ONB B-leS T bti-N B/S iT bN T i. 3 Actual Form be'NiBSiT btfNiBSiT btiNBfSTi bfNiBSiT btfNiBSiT Underlying Form bnf-NBiT bti-NBfS/t-u bi'-NBisT-u Actual Form bniNBsit btiNBfSTu biNBiSTu The imperative prefix is /?i-/ since the stem begins with two conson- ants, but the rules for elision are the same as above: Underlying Form m.s. f.s. pl. -NBiSiT ?-NBiSiT-i ?-NBiSiT-u Actual Form ?iNiBSiT ?iNBiSTi ?iNBiSTu 'Have a good time' For the perfect tense stem, change the vowels /i/ to /e/: Imperfect Stem Perfect Stem -nbiSiT- NBeS@T- You are already quite familiar with the perfect tense conjugation of this verb, which receives a prefixed /?i/ because of the two consonants; this prefixed /?i-/ on the perfect is not stressed, however: 1 2m 2f 3m 3f (?i ) NBeSeTT (?i)NBeSeTT (?i)NBeSeTTiJ (?i)NBGS@TT (?i)NBe'S@T@T3 (?i)NBeSeTne (?i)NBaSeTTu (?i ) NBSeTu The /-t/ of the inflections is assimilated to the preceding /T/ for ease of pronunciation. This is a Form VII verb. 6. The verbs /stelem/ 'he received' and /biftyil/ 'he works' re- present another predictable pattern similar to the preceding one: Imperfect Stem Perfect Stem -CtiCiC- -CteCaeC- 129 where the /i/'s of the imperfect are replaced by /e/'s. The /t/ after the first consonant (C) is part of the pattern just as /n/ is part of the pre- ceding pattern. Note in both cases when the /t/ or /n/ is removed there are three consonants left; that is, these two patterns must have a to- tal of four consonants in the stem. The imperfect is conjugated as follows, with /bigtyil/ 'he works' as a model: 1 2m 2f 3m 3f Underlying Form ba- ti/yi 1 bSl-gt;Vi 1 bf- tfyi 1 bti-ftj-l -i -tybt -t ii1 ] Actual Form begtyi 1 btigtyil bti tiyli bi tyil 1 bti tyil Underlying Form bn{'- iyi 1 bti- tf yl-u bi -t fyfl -u Actual Form bnigtyil btigtiylu bigtiylu m.s. f.s. pl. Imperative ? V- tfyi 1 ?i-gtfyjil-iu ?i - tf yfl-u ?i ftyil ?i tiyli ?i gtiylu I 'work'.' Some speakers omit plural forms. the prefixed /?i-/ in the second feminine and 1 2m 2f 3m 3f Perfect Tense: (?i)fteyqlt (?i)9teyelt (?i)ftqvelti ) (?i)gteyl t (?i) teyelet 3 (?i)ft@yaln@ (?i)gtayaltu (?i)9t@yalu The verbs /(?i)nte?el/ 'he moved' - /bint?il/ 'he moves' as well as /(?i)stelem/ 'he received' - /bistlim/ 'he receives' belong to this pat- tern class, Form VIII verbs. Three consonant stems will be discussed in lesson 15. E. General Drills Drill 4. Chain with cues Model: yoom - ?usbuuT ?ekam yoom fi-l?usbuuT? 'I fi-l?usbuuT sebeT ?eyyaam. ?usbuuT - aheR - s tilmiiz - S How many days are there in a week?' 'There are seven days in a week.' aheR ene affne 130 dektooR mektebe ?uxt mhendi s ?ustaaz ders bint ?ilaek jaamTe ?ilek 9irke (14) medrese (18) ktaab (20) Seff Drill 5. Substitution Model: ?ene bedrus telet seeTaat kull yoom. 'I study three hours every day.' ?inti, Fred, ?intu, ?iHne, hiyye, huwwe, feriide, ?inti, humme, lbenaat Drill 6. Transformation - Substitution Mode l: tilmiiz - Seffne fii telemiiz-i-ktaar fi Seffne. 'There are many students in our class.' ?ustaaz dektooR bint ders neers weled yoom jaamTe sefaaR&at seeTe jaamTe Detroit Teelithum ktaab musteagfe beet sene ?emeerke beriis meHell Drill 7. Chain: Numerals 1-20. a. Si: rji?t min beruut S2: rjiTt min beruut S3:rji.it min beruut b. Repeat using "seeTe" be@d yoom. beTd yoomeen. beaTd telet ?eyyaam. instead of "yoom". Drill 8. Repetition buktub bi-l1i I' 'I I I 'I II eRebi mitlek. " mitlik. " mf tilhe " mitli. " mi ti1 kum. " mi tilne. " mitil saami. " mitil widaad He writes in Arabic like you. 131 Drill 9. Adjective agreement Model: ?ene - RaayiH jaay saakin naawi msaafir ?inte, hiyye, huwwe, ?iHne, ?inti, ?intu, humme, ttelemiiz Drill 10. Transformation: Positive --> negative Model: ?ene betkellem TeRebi mniiH. 'I speak Arabic well.' ?ene betkellemg eRabi mniiH. 'I don't speak Arabic well.' 1. ?uxti btudrus fi Detroit. 2. bektub-lu daaymen bi-leRebi. 3. btiTjibhe-1l?ehwe-l1eRebi. 4. biTRefu lubnaan-i-mniiH. 5. bitxeLLSi druusik-ssene? 6. bnigtyil TuuL-i-lyoom. 7. l?esaatze birjeTu yoom-issabt-iljaay. 8. xewaati bitTellemu fi-gaam. 9. bit?aablu kull yoom fi-lmese. 10. ?exuu bifekkir yitjewwez min meSiR. 11. biddi finjaan ?ehwe. 12. biddhe tuktub le SeDii?he bi-l?ingliizi. Drill 11. Translation. 1. We don't want to speak in English in class. 2. Our professor's son speaks French well. 3. I meet her at the library every day. 4. We don't have Arabic class Friday afternoon. 5. They are going to go to Egypt soon. 6. When Adil bade Salma farewell, she said to him: Please send me a letter in Arabic from Cairo. 7. Her husband worked as an engineer two years ago, but now he does not work. 8. There are many big universities in this country. 9. Do you (m.s.) think all the people in the Arab countries know English like him? 10. We are planning to study Arabic next year. F. Conversation faaris: SebaaH-ilxeer ye nejiib. nejiib: SebaaH-ilxeer. faaris: kiifek? nejiib: IHemdille b-xeer. faaris: ?ul-li: ween ?exuuk feriid? nejiib: saafer Te liblaad ?ebil ?usbuut. 132 faaris: RaaH maS ceetu? najiib: la?. RaaH le-w@Hdu. fii STindu guyul rne-ilHukuume-issuriyye. faaris: kiif saafer? najiib: bi-TTeyyaaRe. wadd@Tnaa ssee~a tolaate wNuSS beSd-iDDuhur yoom- ilj um~e- i LMaa Dye. faaris: NgaaLL@ birj@T bi-ssolaame. najiib: ?@LL@ ysellmak. faaris: fariid bitkallom cTaRabi mniiH mitlek? najiib: la?. mig-i-ktiir. bifham £ele-nnaas, wi-nnaas bifhamu Tolee lamnie bitkallern bi-lS Rabi. faaris. kweyyis. ?eemte naawi yirjeST? nejiib: be'Td taleTT@Tgar yoom. Ta'n ?iznek, laazim ?eRuuH Ta ibeet hel?eet. tf@DD@L ma~i. faaris: gukRen. Qindi uyul. NgaaLL@ bet~aRRef ba~d-rne yirj@? feriid. najiib: Tayyib xaaTRek. faaris: me' -issalaame. G. -Review questions based on text 1. 9u £inwaan ders ?@Rb@TT9? 2. Mun budrus TeRabi: haale will@ Fred? 3. ?akem tilmiiz fi Saff-i-Fred? 4. ?ekern waaHed minhum bitkallern bi-1'~eRebi? 5. 9u sa?al Fred haale lernme ?aalat: "?inte btitkellem mniiH ya Fred'? 6. Tel@ ween naawi Fred ysaafir? 7. ?eemta RaayiH ysaafir? 8. Mun biTRef fi-1?uds? 9. msaafra haale m@Ti Fred Tiel-?uds? H. Listening Comprehension (on tape-) Listen to the passage on tape and then record your answers to the fol- lowing questions:, 1. ?eemte wiSlet selwe New York? 2. Mnn le?aahe fi-LMeTaaR? 3. Th ?aSiL selwe? 4. ween saakniin ?SPhilhe? 5. Mun Tezam seiwe £o-1e beetu? 6. su ?eddemet-ilhe mert-i-lT?ustaaz Henry? 7. Tale ?ayy jaamc~e RaaHet taani yoom? 8. u Limlet hunaak? 9. 9u biddhe tudrus fi ?emeerke? 10.wen aay.4,~Y.b..d41tije ~eLnr",+u-C %_ibl;IMa? 133 dars xamasTaT A.NN9SS 1." 2. 3. 4. 5. 6. 7. 8. 9. 10. i1. 12. 13. 14. 15. 16. 17. faaTme ?ebu yaalib: faaTme ?ebu yaalib: faaTme ?9bu yaalib: faaTme ?ebu yaalib: faaTme ?ebu yaalib: faaTme ?ebu yaalib: faaTme ?abu yaalib: faaTme ?ebu yaalib: faaTrne fi-ssuu? meRHebe ye ?ebu yaalib. ?ehleen. gu bt6'?umRi ye sitt faaTme? fii Lindek tuffaaH? ?eywe. Lindi tuffaaH TaaZe-lyoom. b- ?eddee9- i - 1 ki i 1lo? le?-i-ktiir. haade yaali. weLLe RxiiS. Teyyib, ?eddeeg biddik-iyyaa? b-si tt-i -?ruul. ?i*nti ye sitt faaTme bitHubbi tfaaSli ktiir. seb'?- i-?ruug' ?aaxir sic~ir. Tegyyib ?eaTiini telaate kiilo. HaaDir ye sitti. tfeDDeLi. gukR en. me'?- i-ssel aame. ?eqLLe ysellmek. 134 Lesson Fifteen A. Text At the Market 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Fatima Abu Ghalib: Fatima Abu Ghalib: Fatima Abu Ghalib: Fatima Abu Ghalib: Fatima Abu Ghalib: Fatima Abu Ghalib: Fatima Abu Ghalib: Fatima Abu Ghalib: Fatima Hello, Abu Ghalib. Welcome. What can I do for you, Fatima? Do you have any apples? Yes. I have some fresh apples today. How much is a kilo? Ten piasters. No, that is too much. That's expensive! It's really inexpensive. No. It's not inexpensive. O.K. How much do you want it for? Six piasters. You like to haggle a lot, Mrs. Fatima. Seven piasters is the final price. O.K., give me three kilos. At your service Madame! Here they are. Thanks. Goodbye. Goodbye. B. Vocabulary ?ebu ?ahleen btd?umRi tuffaaH (coll.) TaaZe (m., f. & pl.) b- / bi- b-?eddeeg kiilo (m.) ?ruug (pl. of ?irg) ktiir yaali (f. yaalye) RxiiS (m.) (RxaaS) mi~ -iyyaa- bitHubbi tfaaSLi ?aaxir siTir, siTr- (?esTaaR) HaaDiR ?ene HaaDiR (m. & f.) father (of) welcome! you (f.s.) order apples fresh for the price of, how much (is it)? kilo piasters too, too much expensive for cheap, inexpensive not (sign of direct object of verb) you (f.s.) like, love; (followed by subjunctive) you (would) like to that you (f.s.) haggle (precedes n.) the final, the last price present; ready; at your service I'm ready (to do your bidding) 135 Additional Vocabulary Teyyib (m.) mooz (coll.) beTTiix (coll.) BeNDooRa (coll.) (f.) kuuse (coll.) burd?aan (coll.) Linab (coll.) BeTaaTe(coll .)(f.) xass (coll.) xyaaR (coll.) sabaanix (coll.) feSuuLye(coll.) (f.) BeSeL (coll.) xuDRe (f.) faakhe (fewaakih) be?laawi / be?laawe Hebbe (-aat) Raas (Ruus) i rib/bi Reb Cultural Note: Titles of Respect good, fine, bananas watermelon tomatoes squash oranges grapes potatoes lettuce cucumbers spinach beans onions OK; delicious vegetables fruit baklava a grain; a piece of head to drink /seyyid/ 'Mr.' and /sitt/ 'Mrs., Miss' are titles of respect. Un- like English titles, these may be used before first names as well as last names. A title with the last name conveys the most respect and greatest formality, e.g., / ye sayyid ?esedi/ 'Mr. Asadi!' The title with the first name combines informality or familiarity with respect, e.g., /ye sayyid keriim/ 'Mr. Karim!' or /ye sitt faaTme/ 'Mrs. (or Miss) Fatima!' as in the text of this lesson. The term /?ex/ 'brother' is used in this way as well, e.g., /l-?ex saliim/ 'our friend Salim'. Use of the first name without any title shows familiarity, as between members of a family or between close friends; or informality, as in Fatima's case as she addresses the local grocer. C. Pronunciation 1. /Z/ and /z/ /Z/ is a pharyngealized /z/; it is the voiced counterpart of /S/, just as /z/ is the voiced counterpart of /s/. Remember to give vowels their back pronunciation when adjacent to /Z/; thus, /aa/ next to /Z/ is like "a" in "father", /a/ is like "o" in "cot", etc. 2. The Helping-vowel /-i-/ There is a pronunciation rule that says that when words are put 136 together to form phrases or sentences, there can be no strings of three or more consonants. If three or four consonants should come together, the helping vowel /-i-/ is inserted before the second last consonant. Thus, if the words /fii/, /Tindek/ and /tuffaaH/ are put together in a sentence, no clusters of three consonants occur and so the words are pronounced without helping vowels: /fii Lindek tuffaaH7/ 'Do you have any apples?' If, however, the word /xyaaR/ is substituted for /tuffaaH/ a cluster of three consonants--/k xy/--would result, so the helping vowel /-i-/ is automatically inserted: /fii Tindek-i-xyaaR?/ 'Do you have any cucumbers?' An example of four consonants: Tagr-i-?ruu '10 piasters' The helping vowel has been written where appropriate in these first fifteen lessons. By now, however, you should have begun to anticipate the presence of this vowel. Since you must insert this vowel habitually and automatically if you are to speak Arabic in a natural way, you must now form the habit of inserting the helping vowel where required. To permit you to form this habit, we will henceforth stop writing the help- ing vowel; you will be expected to continue supplying the vowel on your own. To help start you out, do the following drill. Drill 1. Substitution. Helping vowel /-i-/ Be sure to supply the helping vowel where necessary as you make the substitution in the drill. a. mig ?ediim 'It is not old.' RxiiS, muhimm, jdiid, Hilu, b'iid, mebSuuT, kbiir, TeRebi, meSRi, mniiH ktiir b. laazim ?erjeT? 'I must return.' tirj&T, yxeLLiS, nlaa?iihum, tuHDuRhe, tzuurna, tfatti ~eleeha, tsellmu Teleehum, yitkellem, tuktubli, tHubb, tfekkri D. Grammar 1. Collective Nouns The word /tuffaaH/ typifies the Arabic collective noun: 137 a. it is plural in meaning: tuffaaH 'apples' b. it is masculine singular in agreement: tuffaaH kweyyis 'nice apples' c. it has general meaning, referring to all the members of a class in general, as opposed to other classes of objects: biddi tuffaaH wmooz wburd?aan. 'I want apples, bananas, and oranges.' It normally receives the definite article to make it an abstract class: bitHubb ttuffaaH? 'Do you like apples?' d. it cannot be used with a numeral; for counting items, the fol- lowing system is used: 1. typically the feminine marker is added to the collective noun to form a feminine singular noun denoting one item: tuffaaHe Teyybe 'a (one) delicious apple' This feminine singular noun derived from a collective noun is referred to as a unit noun. 2. The unit noun is dualized to denote two items: tuffaaHteen 'two apples' 3. The unit noun can be pluralized in the regular way, with /-aat/: telet tuffaaHaat 'three apples' Taeer tuffaaHaat 'ten apples' Tigriin tuffaaHe 'twenty apples' /tuffaaH/ typifies most collective nouns; other collectives of the same type found in this lesson are: Generic : mooz 'bananas' beTTiix 'watermelon' Singular: mooze '1 banana' beTTiixe '1 watermelon' Dual : moozteen '2 bananas' beTTiixteen '2 watermelons' Plural : moozaat 'bananas beTTiixaat 'watermelons 138 Generic: burd?aan 'oranges' xyaaR 'cucumbers' Singular: burd?aane '1 orange' xyaaRe '1 cucumber' Dual: burd?aanteen '2 oranges' xyaaRteen '2 cucumbers' Plural: burd?aanaat 'oranges' xyaaRaat 'cucumbers' There are thus two translations for the English plural: "bananas" = /mooz/ and /moozaat/; "cucumbers" = /xyaaR/ and /xyaaRaat/. The basic -rence difference between the two is that the collective form refers to the items as a class, in the abstract, as it were, e.g., /beHubb-lmooz/ 'I like bananas'; the plural in -aat, on the other hand, is a countable plural which has a specific meaning, e.g., /telet moozaat/ 'three bananas', /feen he-lmoozaat/ 'Where are the bananas (that I left here)?' The collective /kuuse/ 'squash' forms its unit noun with a special suffix: Generic: kuuse 'squash' Singular: kusaaye '1 squash' Dual: kusaayteen '2 squashes' Plural: kuusaayaat 'squashes' Some collectives do not form a unit noun in /-e/ or /-el/. Instead they use nouns like English "a piece of (toast, news, paper)", "a head of (cattle, lettuce, cabbage)", "a stick of (gum, incense)", etc. The most common Arabic noun used this way is /Hebbe/ 'a grain'; 'a piece of'; it itself may be dualized, /Hebbteen/, or pluralized, /Hebbaat/. The collective noun /benDoore/ will be used to illustrate this usage. benDooRe 'tomatoes' (generic) Hebbit benDooRe '1 tomato' Hebbteen benDooRe '2 tomatoes' Hebbaat benDooRe 'tomatoes' (countable) The other nouns of this lesson that take /Hebbe/ are /feSuulye/ 'beans', /Tineb/ 'grapes', and /beTaaTe/ 'potatoes'; in addition, /burd?aan/ may take /Hebbe/ as well as forming a unit noun: /Hebbit burd?aan/. Another noun like /Hebbe/ is /Raas/ (plural /Ruus/) 'a head of'. /BeSeL/ is used with this noun: BeSeL 'onion' Raas BeSeL 'an onion' Raaseen BeSeL 'two onions Ruus BeSeL 'onions' The great majority of collectives form unit nouns like /tuffaaH/, but the other types described there are also common. Collectives will be identified in the coming lessons by "(coll.)" followed by the singular form. You should learn each collective as such, together with its singu- lar form. 139 2. The Invariable Adjectives/TaaZe/'fresh' and/ktiir/'much' a. The adjective /TaaZo/ 'fresh' is invariable; it is used with masculine or feminine nouns alike, singular, dual or plural. Illustra- tions: tuffaaH TaaZa 'fresh apples' tuffaaHe TaaZe 'a fresh apple' tuffaaHteen TaaZe '2 fresh apples' tuffaaHaat Taaze 'fresh apples' b. The adjective /ktiir/ means both "much, a lot of, too (much)", and "many". In the latter meaning it agrees with the noun modified, but in the meaning of "much" or "too", it is generally invariable. Compare: /druus ktiire/ 'many lessons' and /?ehwe ktiir/ 'a lot of coffee, too much coffee' As an adverb /ktiir/ may follow or precede its word: /mniiH ktiir/ or /ktiir mniiH/. 3. /?aaxir siTir/ 'the last price' In Lesson Eight Grammar Note 5, it was pointed out that ordinal numer- als precede the noun they modify, and do not agree in gender or number. While /?aaxir/ 'last' is not an ordinal numeral, it is the opposite of /?ewwel/ 'first' and fits into the same construction: ?aaxir siTir 'the final price' ?aaxir tilmiize 'the last student' 4. /telaate kiilo/ 'three kilos' The phrase /telaate kiilo/ is odd in two respects: (1) the numeral is in its independent rather than its phrase form; (2) the noun counted is singular rather than plural. Compare: telaate kiilo '3 kilos' telet tuffaaHaat '3 apples' The /telaate kiilo/ construction is found with nouns of measurement, such as the word /kiilo/. 5. /-iyyaa-/: Sign of the Pronoun Direct Object /biddi/ 'I want' is curious in that it is a noun phrase that has the force of a verb and is translated as a verb. It can also take a direct object, like a verb. If the object is a noun, the noun simply follows 140 /bidd-/, as in biddhum Tinwaanek. 'They want your address.' If the object is a pronoun, however, the pronoun is suffixed to the special particle /-iyyaa-/ as in: biddhum-iyyaa. 'They want it.' biddi-iyyaak. 'I want you.' The prepositional phrase /Tindi/ 'I have' likewise has the force of a verb and is translated into English as a verb. It also takes its pro- noun object suffixed to /-iyyaa-/, as in Tindkum-iyyaahum? 'Do you have them?' Tinne-iyyaa. 'We have it.' 6. The Negative /mi/ 'not' As we have seen, the negative/le?/ 'no' is used as an independent utterance (in contrast to /neaeam/ or /?eywe/ 'yes'), and /me/ is used (usually with -5) to negate verbs. All other expressions are negated with adjective: mig RxiiS '(it is) not cheap' noun: huwwe mig mhendis 'He's not an engineer.' adverb: mig hoon 'not here' prepositional phrase: mig fi-lbeet 'not in the house' pronoun: mig ?ene '(It's) not me.' clause: mig ?eju lyoom? 'Isn't (it a fact that) they came today?' The last example is an assertion, and stands in constrast to the question /me ?ejuug lyoom?/ 'Didn't they come today?' which is seeking the correct information. Remember that the negative of /fii/ 'there is/are' is /fig/, and that /fig/ is used to negate /Tindi-/ and /?il-/ 'to have': /fig indi maaniT?/ 'I don't have any objection.' 7. Three-Consonant Stems The verb patterns studied so far all have four consonants or four consonants and a long vowel in their stems: an /n/ followed by three different consonants (the pattern -nCiCiC-); a /t/ as the second of four consonants (-CtiCiC-);/St/ plus two consonants and a long vowel; or the second and third consonants identical (-CeCCiC-). We now take up the other major subdivision, verbs with three consonants in the stem. While those with four consonants are 100% predictable, stems with three consonants 141 are only about 60% or 70% predictable in forming the perfect stem. Summary for four-consonant verbs: change any /i/'s there might be in the imperfect stem to /e/ to get the perfect stem. 1. The basic pattern for the imperfect stem of three-consonant verbs is CCVC where V stands for any (short) vowel, just as C stands for any consonant. Thus: SCCeC -sme- 'hear' CCVC CCiC -?jib- 'be pleasing to' CCuC -drus- 'study' All three-consonant verbs have perfect stems of either of these two patterns: CeCeC- CiCiC- deres- 'studied' simiT- 'heard' a. If the stem vowel of the imperfect is /u/ the perfect vowels are both /9/: budrus - deres 'to study' buHDuR - HeDeR 'to attend' buktub - keteb 'to write' bu?muR - ?emeR 'to order' buskun - seken 'to reside' b. If the imperfect stem vowel is /9/, the perfect vowels will most likely both be /i/: biTmel - Timil 'to make' bisme~? - simiT 'to hear' birje? - rijiT 'to return' bisher - sihir 'to stay awake' biTRef - Tirif 'to know' (imperfect); 'to learn' (perfect) bifhem - fihim 'to understand' bi___ - girib 'to drink' A common alternate form of /rijiT/ is /rejeT/, with no difference in meaning. The remaining stem vowels in /a/ remain in /a/ in the perfect: bibTet - beaet 'to send' bis?el - se?el 'to ask' biHSel - HeSe1 Iele 'to obtain, acquire' Three-consonant verbs are Form I verbs. Recap: If the imperfect stem vowel is //, the perfect vowels will most likely be /i/, but quite possibly //; you must learn each verb with 142 its perfect and imperfect vowels. c. We be If the imperfect vowel is /i/ the perfect vowel is most likely /a/. have had no example of this yet; /biTjib/ is a special case which will discussed later in this lesson. d. The verb /wiSiL/ 'he arrived' is peculiar in its conjugation in that the first syllable is lost in the imperfect: 1 2m 2f 3m 3f Imperfect baSaL btiSaL btiSaLij) biSaL btiSaL indicative bniSaL btiSaLu biSaLu Imperative m.s. ?iSaL! f.s. ?iS@Li! pl. ?iS@Lu! The perfect is regular: 1 2m 2f 3m 3f wSiLt wSiLt wSiLti wiSiL wiSLitJ wSiLna wSiLtu wiSLu To summarize the Form I verb possibilities: patterns so far, we have the following Imperfect Stem -CCuC- -CCaC- -CCiC- Perfect Stem -> CaCaC- (CiCC- - {CeCeC- - >CaCeC- Example budrus - birjeT - bis?al - dares rijiT sa?al 2. A subclass of Form I verbs consists of verbs and a long vowel in between: Example baRuuH bajiib Stem -RuuH- -jiib- with two consonants Pattern -CuuC- -CiiC- -CaaC- All these patterns can be symbolized by -CVVC- where VV means "any long vowel". All three types are conjugated the same way: /-zuuR-/ 'visit' will be used to illustrate the conjugation. 143 Imperfect 1 bezuur binzuur 2m bitzuur 2f bitzuuri bitzuuru 3m bizuur bizuuru 3f bitzuur I Imperative m.s. zuur. f.s. zuuri. pl. zuuru. Note that for the moods of the imperfect the long vowels of the stems of these verbs are not replaced by short vowels, but are simply shortened somewhat: bezuurhum kemaan. zuurhe meTaane! 'I'll visit them, too.' 'Visit her with us!' Perfect: 1 zurt 2m zurt 2f zurti 3m zaaR 3f zaaRet zurne zurtu zaaRu These verbs with the long vowel -- called "hollow verbs" in tradi- tional Arabic grammar -- have two different stems in the perfect tense. In the third person, all hollow verbs have /aa/: uu--- aa bizuur - zaaR biRuuH - RaaH bi?uul - ?aal bikuun - kaan ii- aa bijiib - jaab In the first and second persons, however, all hollow verbs have a short vowel, the short vowel corresponding to the vowel of the imperfect stem: uu - u bezuur - zurt beRuuH - RuHt be?uul - ?ult bekuun - kunt ii---i bejiib - jibt Thus, given the imperfect stem of hollow verbs, the entire conjugation of both tenses is predictable. We will follow the established custom, however, of listing verbs giving first the perfect and then the imperfect 3rd masculine singular, e.g., kaan / bikuun 'to be'. E. General Drills Drill 2. Substitution a. lyoom fii tuffaaH ktiir fi-ssuu?. 'Today there are lots of apples in the market.' 144 burd?aan, xyaar,?ahwe, xess, feSuuLye, mooz, kuuse, beTTiix, beTaaTe, BeNDooRe b. ttuffaaH lyoom yaali mig RxiiS. 'Today, apples are expensive not cheap.' xyaaR, Sinab, ?ekil, burd?aan, mooz, sebaanix,?ehwe, safer, teliim, beTaaTe Drill 3. Conjugation Model: huwwe bu?muR biHubb bi faaSiL inte, hiyye, ?ene, ?iHne, selwe, ?inti, ?intu, humme, nejiib Drill 4. Double Substitution Model: ?eTiini talaate kiilo tuffaaH. 'Give me three kilos of apples.' si tte ?eRbe a sabTea temaanye LTe~aRe moo z xyaaR burd?aan feSuuLyea Lineb Hd9L9 ?aRbaLTaT9 isTTaL9 tisaTaL Ti griin beTaaTe baNDooRe kuuse baTTiix tuffaaH Drill 5. Transformation Negate the following sentences using the appropriate negative particle. 1. Imooz aali lyoom. 2. Tindi druus bad DDuhuR. 3. btuktub bi-leRebi. 4. beethum jdiid. 5. ljaamTe kbiire. 6. fii tuffaaH fi-ssuu?. 7. binxeLLiS sseeTe HdeaT w-NuSS. 8. haade-dders muhimm ktiir. 9. ?ustaazna min lubnaan. 10. biHubbu yfaaSLu ktiir. 11. bedrus daaymen fi-lmaktabe. 12. haadi Habbit burd?aan. Drill 6. Transformation: Indicative -+ imperative Model: bitfattig Lala uyul. fatti Tela uyul. 'You're looking for work.' 'Look for work.' 145 1. bitsaafri ktiir. 2. btitkeallaemu LeRebi mniiH. 3. bitsellim LTelee fi-lnmaktuub. 4. btitjewwez fi maSiR. 5. bitjaawbii bi-laeRebi. 6. bixeLLSu bead ?usbuuT. 7. bit?aabliihum fi-lMeTaaR. 8. btitfeRReji Tele MeSiR. Drill 7. Translation S1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Give me five kilos of bananas. Thanks. Goodbye. The last student was Ali. The last class was the English class. Ten piasters! This is the last price. Gee! This is very expensive. How many hours did you (f.s.) study? You (m.s.) like to bargain. He wants to drink a cup of coffee with Her brother is studying engineering at He does not have daughters. Abu Omar does not like grapes. her. the University of Arizona. F. Conversation 1. nooRe: Cathy: nooRe: Cathy: nooRe: Cathy: nooRe: Ca thy: nooRe: Cathy: nuuRe: Cathy: nooRe: Cathy: ween kunti lyoom ?ebl DDuhur? RuHt Tale ssuu?. kiif siTr lxuDRe? mitil ?eel? mitl IBeNDooRe w -1feSuuLye w -lkuuse. lBeNDooRe yaalye, bes siTr 1feSuuLye w -lkuuse miiH. ?eddeeg kiilo lBeNDooRe? tisT ?ruu wNuSS. wi-1feSuuLya w -lkuuse? kiilo 1feSuuLye b-xems ?iruu w -lkuuse b-?irgeen kiilo. laazim ?eRuuH Tele-ssuu?. biddna weyyit xuDRo wfewaakih. fikre mniiHe. RaayHe tlaa?i fewaakih TaaZe w-RxiiSe. Tayyib Ten ?iznik, biddi ?eRuuH hel?eet. mweaffe?e. 2. ?ebu ?ebu ?ebu ?ebu ?ebu ?ebu saami: Teli : saami: saami: Teli : saami: SebaaH lxeer ye ?ebu ?eli! ?ehleen! kiif 19eele wliwlaad? weLLe bxeer. NgaaLLe Lindek faakhe TaaZe! weLLe indi faakhe mniiHe ktiir wxeDRe kemaan. lyoom ?ejet. Teyyib ?eaTiini kiilo mooz, witneen kiilo BeNDooRe, wkiilo wNuSS xyaaR, wbeTTiixe kbiire. HaaDiR. btu?mur. ?ebu ?eli : 146 3. saline: 1 eyl e: saline: 1 eyle9: sealne: Ileyle0: 4. keri inm: me ryern: 0 ken in: ineryem: innee n jaaye ye 1leyle9? ineen? ni'n ssuu?. ruHt ?ejiib faakhe. jaayiin Linne naas 1 leele. NgaaLLe jibti gilt weLLe lfaakhe yaalye lyoom. huwwe bess lfaakhe! kull 9i yaali. gu RaayHe ti~neli? baddim-ilhum ?ahwe bass. ye selaam Telea he 1 ?ekil1 SeH~teen w'iaafye! ysellim ?ideeki ye meryem! w?ideek. eRaeftne! ktiir Teyyib! G. Re vi ew: Questions based on text 1. nuin RaaH Tele ssuu?? 2. u ?aal ?ebu yaalib le faaTme? 3. u fii Lind ?ebu yaalib? 5. u ?aalet faaTme? 6. nuin biHubb yfaaSiL ktiir? 7. ?edded~ ?aal ?aaxir si~?ir? 8. ?ekern kiilo faaTme biddha? 9. u ?aal ?ebu yaalib le-faaTine be~deen? 10. gu jaawebetu? 147 ders siT A. NN9SS 1 . 2. 3. 4. 5. 6. 7. 8. 9. 10. i1. 12. 13, 14. Di ck mHemme d: Di ck mi-ammed: Di ck mHemed: Di ck mHomead: Di ck mHerried: Di ck mHammed: Dick mHemmed: ?ebu saami ?ul-li ye mHermed: ?eemte ?eje ?exuuk mmn ssu.Tuudiyye. ?ebil jum~?e. gu biddu ysewwi hoon? ?eje zyaaRe Linne. besme'ikum bitnaaduu ?ebu saami. haade SeHiiH. yeS~ni huwwe ?usmu ?ebu saami? ?usmu-lMeZbuuT keriim, laakin binnaadii ?ebu saami. Teyyib 1eeg bitsemmuu heek? ?inne bisemmu 1?ebu w-1?imm b-?usum ?ibinhum likbiir, ye~ni bi?uulu le ?exuuk ?ebu saami w-le M@Ratu ?imm saami? naeSefl. w-?ize me kaang ?indhum wlaad? nnaas biseninu-1?ibin likbiir b-?usum ?ebuu. yecini ?iZe kaan ?usum ?ebuu kemaal, bisemmuu ?ebu kemaal. haadi Tiaade mmn Taadaatkum? ?eywe, bess mi Lind kull nnaas. 15. Di ck 16. mHeamme d: Lesson Sixteen A. Text Abu Sami 1. Dick : Tell me, Mohamm~ad: When did your brother come from Saudi 148 Arabi a? 2. Mohammad: A week ago. 3. Dick What is he going to do here? 4. Mohammad: He came to visit us. 5. Dick : I hear you calling him "Abu Sami". 6. Mohammad: That is right. 7. Dick That is, his name is "Abu Sami"? 8. Mohammad: His correct name is Karim, but we call him "Abu Sami". 9. Dick : Okay, why do you call him that? 10. Mohammad: In our culture, they call the father and the mother by the name of their oldest son. 11. Dick : In other words, they call your brother "Abu Sami" and his wife "Umm Sami"? 12. Mohammad: Yes. 13. Dick : And if they don't have any children? 14. Mohammad: People call the oldest son by his father's name. That is to say, if his father's name is Kamal, they call him "Abu Kamal". 15. Dick : Is this one of your customs? 16. Mohammad: Yes, but not everybody's. B. Vocabulary siTTeT ssuTuudiyye jumT e (jume@) bidd- (fol. by subjunctive) sewwe / bisewwi naade / binaadi SeHiiH yaTni MeZbuuT laakin senme / bisemmi heek innea ?aal / bi?uul la MaRe (niswaan) MeRetu ?ize me me kaang b-/bi- Taade (-aat) sixteen Saudi Arabia week going to to do to call (s.o.) right, true that is to say, i.e., in other words correct, real but to name (s.o.) (s. thing) thus, so, like this, in this manner according to us, in our culture to call (s.o.) (s. thing) woman; wife his wife if not there was not by, with custom; habit Additional Vocabulary lyemen (m.) ljezaa?ir (f.) Yemen Algeria 149 lmeayrib (m.) Morocco lbaHReen (f.) Bahrain ?ebu DoBi (f.) Abu Dhabi qeTaR (f.) Qatar ?iiRaaN (f.) Iran, Persia Cultural Note. The custom referred to in this text is as follows: The first son is named after his father's father. Thus, two names will alternate with each other over the generations of first sons. For example, Salim names his first son Khalil, and Khalil names his first son Salim, who in turn names his first son Khalil, etc. The parents are referred to as the father or mother of (name of oldest son). Thus, Salim above will be called Abu Khalil and his wife, Umm Khalil. These naming habits obviously reflect the importance attached to the first son. Sometimes teen-age boys will call each other "Abu Khalil", "Abu Farid", etc. as the case may be, even though they are not yet married, since it is expected that each oldest son will get married and name his first son after his father. C. Pronunciation The Definite Article /1-/ In the previous lesson we began omitting the helping vowel /-i-/; we want here to apply that rule specifically to the definite article as well. Henceforth, the definite article will be spelled /1-/, /d-/, /s-/, /n-/, etc., as appropriate, but without regard to whether there is a pre- ceding or following helping vowel. You will be expected automatically to supply the helping vowel as necessary for proper pronunciation. Illustration: Spelled: Pronounced: min l-Tiraaq minilTiraaq 'from Iraq' min 1l-kweet minlikweet 'from Kuwait' D. Grammar 1. /bidd-/ 'going to' /bidd-/ means 'to want', but with a following subjunctive may mean either "want to..." or "be going to...", as in iu biddu ysewwi hoon? 'What does he want to do here?' 'What is he going to do here?' 150 You should be aware of the two possibilities, and choose the one that makes the better sense for that context. 2. The /Haal/ Construction One function of the indicative mood of the imperfect tense is to modify nouns and pronouns with the force of an English participle. The following sentence from the text illustrates this: besme'Tkum bitnaaduu ?ebu saami. 'I hear you calling him "Abu Sami".' Another possible translation of the indicative used this way is "as you call him 'Abu Sami'." Note that in this Arabic sentence there is no interruption or hesitation between /besmeTkum/ and /bitnaaduu/; this unin- terrupted rendition shows that these words are united in one expression with the verb modifiying the preceding noun or pronoun. This is a common construction in Arabic, and is called in Arabic grammar the /Haal/ or "circumstantial" clause, since it depicts the circum- stance in which the modified noun or pronoun finds itself. Additional illustrations: smiTthum bitkellemu ?ennek. 'I heard them talking about you.' smiTt yuusuf bitkellem ?eRebi? 'Have you heard Yusuf talking Arabic?' 3. Topic - Comment The sentence /huwwe ?usmu ?ebu saami/ is translated "His name is Abu Sami." Literally, it means "He his name (is) Abu Sami." This corresponds to the English "As for him his name is Abu Sami." This kind of sentence can be analyzed as having a Topic--/huwwe/--and a Comment on the Topic-- /?usmu ?ebu saami/. With sentences with /?usum/ and /Tindi/ the Topic- Comment construction is very usual, but it is also extremely common in all kinds of Arabic sentences. Additional examples: ?ene ?usmi seliim. 'My name is Salim.' ?ene Lindi meaHell jdiid. 'I have a new shop.' ?ene ?ebuuy ?eje min lubnaan, 'My father came from Lebanon, bess selwa ?eje ?ebuuhe min but Salwa's father came from 1-?uds. Jerusalem.' 4. Perfect Tense Negation The indicative is negated by the suffixing of /-9/ to the verb, e.g. /beTref / 'I don't know'. The perfect tense is negated by the same suffix /-/ but also normally by the negative particle /me/ before the verb as well: me kaani 'he was not' 151 me ?ajaas me darestis me derestii me weSeLuusv 'he didn't come' 'I didn't study' 'you (f.s.) didn't study' 'they didn't arrive' It is not uncommon, also, to omit /- / and negate the verb with only me kaan hunaak. 'He wasn't there.' When a perfect tense verb containing the suffixed pronoun /-u/ 'him' is negated, a special set of forms is encountered. In general, if the verb itself ends in a consonant, e.g. /guft/ 'I saw', then /-u/ changes to /-oo-/: /me uftoog/ 'I didn't see him.' (Some Palestinians will instead say /-hoo-/: /me gufthoog/.) If the verb itself ends in a vowel, e.g. /gufti/ 'you (f.s.) saw', the suffixed pronoun and the negative suffix /-9/ merge to give /-9i/, as in /me uftigi/ 'you didn't see him.' (Some Palestinians omit the final /-i/, as in /me uftig/.) Below is given the perfect tense conjugation for "I didn't see him.": 1 2m 2f 3m 3f me me me me me Singular uftoog 'I didn't see him' guftoo§ 'you didn't see him' guftigi 'you didn't see him' gaafoog 'he didn't see him' gaafetoog 'she didn't see him'J me ufnei me guftugi me gaafuggi Plural 'we didn't see him' 'you didn't see him' 'they didn't see him' The same rules hold as well for the imperfect (but without the /me/), as, for example /beTrifoog/ 'I don't know him' and /bitHubbigi?/ 'Don't you (f.s.) like him?' Note: While the perfect tense is normally negated with /me...-M/, either of these parts may be omitted. You will thus hear /me ?ejaag/, /me ?eje/ and /?ejaag/, all meaning "he didn't come". Some speakers likewise use /me/ with the imperfect, like /me bifhemi/ which is equivalent to /bifhemg/ 'he doesn't (ever) understand.' 5. Conditional Sentences: /?ize/ A conditional sentence states a condition and indicates the result of that condition, e.g. If you go, I'll go. The condition begins with "if" in English and Arabic, but Arabic has three if's while English has only one. The if introduced here--/?ize/--is only used with realizable conditions. /?ize/ is typically followed by a perfect tense verb, which is usually translated into English with a present or future, occasionally past tense, depending on the context. ?ize ?el-lek heek, tfeDDeL zuurne. ?ize saaferne meTaakum, u RaayHiin nsewwi hunaak? 'If he told you that, please visit us.' 'If we go with you, what are we going to do there?' 152 Since /Tind-/ 'to have' and /bidd-/ 'to have' are not verbs with two tenses, the verb /kaan/ is often inserted after /?ize/ so that it will be followed by a perfect tense form. Thus, /?iza kaan/ is equivalent to /?ize/ 'if'. ?ize me kaang Lindek maaniT. ?ize (kaan) biddik. 'If you have no objection.' 'If you want (f.s.).' /?ize kaan/ or simply /?ize/ may also be used before the indicative, e.g. tfeDDeLu le aTinne, ?izefHebbeetu. bitHubbu. tfeDDeLu le inne, ?ize (kaan) bitHubb 'Please come over, if you like.' u. 'Please come over, if you would like to.' 6. Defective Verbs Verbs whose stems end in a vowel are called defective verbs because they are missing a consonant there at the end of the stem. Compare: CaaCiC jaawib laa?i naadi CaCCiC fettiS semmi sewwi CCVC drus Ti The term "defective" is actually a very useful one, since all of these verbs exhibit common features of conjugation, regardless of the shape of the stem. These features are: Imperfect: The suffixing of /-i/ does not affect the stem, so that the second masculine and feminine singul.ar forms are identical. ?inte ?inti bitnaadi 'you call' The plural suffix /-u/ replaces the stem vowel /-i/: ?intu bitnaadu 'you call' Perfect: The /-i/ of the imperfect stem is replaced by /-el/ in the third singular, by /-u/ in the third plural, and by /-ee-/ in the first and second persons. The verb /naadi/ 'to call' will be used to illustrate the conjugation of all defective verbs in the perfect tense: 1 2m 2f 3m 3f naadeet naadeet naadeeti naade naadet naadeene naadeetu naadu E. General Drills Drill 1. Double substitution 153 Model: a. huwwe ?eje min ditrooyt le weinTon. l-TiRaaq - 1-?urdun - lubnaan - liibye - l-jezaa?ir- Michigan - l-qaahiRe - beruut - ?i i RaaN - ferense - s-suTuudiyye 1-beHReen qeTeR 1-yemen 1-kweet Arizona ?ebu Debi beydaad ?emeerke 1-meayrib b. Change the sentences in (a) above into the first person singular. Drill 2. Variable Substitution Base sentence: hiyye: ?ejet le Arizona ?ebil jumuTteen. 'She came to Arizona two weeks ago.' huwwe, ?inti, 1-meyrib, l-yoom, ?ene, l-TiRaaq, California, ?uxti, mbaariH, ?iHne, min, l-yoom, qeTeR, s-sebt L-MaaDi, s-suuudiyye, ?ebil eheR. Drill 3. Cued Substitution - Translation Model: S S2 u bitsewwi? bedrus - 'What are you (m.s.) doing?' 'I am studying.' 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. am am am am am am am am am am drinking coffee. studying English. studying Arabic. studying history. speaking German. speaking Arabic. listening to music. finishing my work. eating grapes. looking for my son. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. am am am am am am am am am am looking for some fresh fruit. working in the house. making some coffee. studying German. speaking with the boys. speaking with my elder boy. listening to my teacher. writing French. finishing the book. speaking with my wife. Drill 4. Substitution - Translation Model: S1: S 2: s1 He came from Iraq. yeTni huwwe ?eje min l-TiRaaq? meZbuuT. 1. 2. 3. 4. This is very nice. They have two children. My real name is Adnan. They call him Abu Adil. 5. 6. 7. 8. Today apples are expensive. Do you want it (m.)? May God protect you. I have no objection. 9. There are a lot of people in the market. 10. There are no tomatoes in our house. 11. Give me three kilos of potatoes. 154 12. They always speak Arabic at home. 13. Would you (f.s.) like to drink a cup of coffee with me? 14. My father is a teacher, but my mother is a nurse. 15. I hear you (pl.) call him Salim. 16. She likes to haggle a lot. Drill 5. Substitution Model: fii tuffaaH fi-ssuu?. 1. a lot of people here 2. a lot of boys at school 3. a lot of fresh vegetables 4. inexpensive squash today 5. a lot of work in this country 6. a good Arabic teacher here 7. good coffee in this library 8. fresh beans, Fatma 'There are apples at the market.' 9. 10. 11. 12. 13. 14. 15. 16. good grapes over there three heads of lettuce here a lot of people in Cairo ten piasters with me a very dear friend withi us ten nurses in this hospital a Jordanian Embassy there a lot of vegetables here Drill 6. Transformation: Change into the feminine 1. 2. 3. 4. 5. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. meRHebe ye ?ebu yaalib! ?usmu 1-MeZbuuT keriim. u biddu ysewwi hoon? ?inte bitHubb tfaaSiL? ?eywe. beHubb ?efaaSiL. 6. 7. 8. 9. 10. ?ene ?, gu bitl ?eemte gu Raa, haade v 9SLi TeRebi. Hubbi tigrebi? Raayili tirjcT? yiH titmal beTdeen? weled kweyyis ktiir. ?ebu Debi? ?inte jiit min s-suuudiyye mbaariH? besmeTkum bitnaaduu ?ebu yaalib. ?ul-li ye jemiil, ?eemte ?eje ?exuuk min w-huwwe ?eSLu TeRebi kemaan. HaaDiR. tfeDDeL ye seyyid reiid. bitsemmuu heek? ?eywe, binsemmii heek. min feDLek ?eddeeg l-xyaaR? gu btudrus fi haadi l-jaamTe? ?inte daaymen btitkellem TeRebi. SaaRlek sene fi he l-blaad? Drill 7. Substitution - Translation Model a: huwwe biHubb yfaaSiL. 'He likes to haggle.' 1. study 6. speak 11. write 2. drink 7. learn a letter 12. 3. make tea 8. bargain drink coffee 4. 9. work 5. return here listen to music 10. finish b: Substitute biddu for biHubb in a. above. c: Substitute RaayiH for biHubb in a. above. Drill 8. Substitution Base sentence: huwwe biHubb yfaaSiL. 'He likes to haggle.' 155 hiyye ?inte ?inti humme ?iHnea humme 1-banaat SaDii?i Jim ?abuuy huwwe ?ene ?intu saami faaTme ?immi jooz Nancy ?inti meHmuud MeRetu Drill 9. Translation 1. They say the weather is fine. 2. Do you (m.s.) want it (f.s.)? 3. If he comes, I want to speak with him. 4. Would you (pl.) like to drink a cup of coffee? 5. Please sit down (pl.)! 6. Please remember me to him (send him my regards)! 7. If you (pl.) want to speak Arabic, you have to speak Arabic all the time. 8. If you (f.) received a letter from him, you should write him. 9. Write me a letter when you find a job. 10. People call their oldest son by his father's name. Drill 10. Transformation: positive-~ negative. Model: bisaafir Tale ditrooyt kull yoom. bisaafir Tale ditrooyt kull yoom. 'He goes to Detroit every day.' 'He does not go to Detroit every day.' 1 . 2. 3. 4. kaan fi l-kweet. Tinne tuffaaH ktiir beetne jdiid. MeRetu fi l-mustegfe 5. haade i yeriib. 6. bisammuu ?ebu xeliil. 7. ?el-li meRHebteen. 8. biHubbhe mitlek. 1 1 1 9. derest fi markez tealiim l-TeRabi. 0. s-safiir l-liibi bitkellem fransaawi mniiH. 1. RaaHet meaT ?ebuuhe zyaaRe Tale £emmaan. 2. fii TnaeTaR tilmiiz w-tilmiize fi SSaff. F. Conversations 1. hind : ?eemte rjiTtu min ~ehr l-Taesel? faaTme: ?ebil jumTe. hind : l-Hemdille Lele sselaame! NgaaLLa NBGSGTTu! faaTme: weLLe NBeSeTne ktiir. ruHne T suuriyye w-lubnaan. tferrejnc Tele meHellaat ktiire w-gufne ?aaOaaR be~Telbek. hind : saafertu bi s-seyyaaRe? faatme: min hoon la suuriyye bi T-TeyyaaRe, w-min suuriyye le lubnaan bi s-seyyaaRe, w-badeen rjiTne min lubnaan bi l-baaxRe. 9 2. ?ibRaahiim: saalim ?ibRaahiim: NgaaLLe ?e~jabetkum 1-Hafle leelt mbaariH? weLLe kaanet mniiHe. tarreftu Tale naas ktiir? 156 saaIim : me kaan fji naas ktiirq, d-dektooR saami. ?ib Ra aIi i11-m: kaanet Tele geRef ?uxtu? saal IM :?eywe. ?ejet ruin ?emeerka ?ebi1 yoomeen. 3. maaj id: George: maaj i d: George: maaji d: George: maaji d: George: maaji d: George: maaj id: George: maaji d: rneen jaay y George? min 1-muste'fea. xeer NgaaL~e! weLLe meReti fi 1-muste~fe. NgaaLLe me fii gi? la? me fii 9i. ?eajaane waled. 1-Hemdille Tol~e s- salaame. ?eLLe ysellmek. w-kiif humme? bxeer NgaaLLe. weLLe bxeer. 9u senneetu 1-weled? mi~ee1 mitil ?usum ?ebuuk. weLLe haade ?usum Hilu. G. Rev iew: Questions based on Text. 1. ?eemte ?eje ?exu mHemmed mmn1I-TiRaaq? 2. gu ?usmu 1-MeZbuuT? 3. b-?eyy ?usum kaanu ynaaduu? 4. kiif bisemmu 1-?ebu w-1I-?imm fi 1-TiRaaq? 5. w-?ize me kaang £indhum wlaad? 6. bisemmu 1-?ebu b-?usum ?ibnu 1 -kbi ir fi he-1 -blaad? 7. bti~jibkum haadi 1-Taade 1-TeRebiyye? ye~ni bisennu 1-?ebu w-1-?imm b-?usum ?ibinhum 1-kbiir? 157 ders sabeTTe A. N-NaSS fi suu? 1-Hemidiyye fi s-sene 1-MaaDye, saafert mT ?ehli Tele -aam Hatte nzuur DaaR Lemmi hunaak. ste?belne Temmi w-Teeltu fi 1-MeTaaR, w-b@Tdeen ?exeduune Tele beethum. kaanet d-dinye Seef, w-1-jeww fi -gaam kaan mniiH fi-hedaak l-wet. taani yoom S-SubuH, RuHne ?iHne w-DaaR Temmi bi s-seyyaaRa n~imm 1-hewe beRRe -9aam. w-D-Duhur tyeddeene fi muntezah Hilu ktiir Tale Nehir beRed. ?ekelne leHim meawi mea Ruzz w-SeLaTe w-HummoS. w-beTd 1-yede ribne ?ehwe LeRebi w-?ekelne faakhe TaaZe. w-?iHne hunaak zurne 1-jaamiT 1-?umewi, w-beTdeen RuHna Tele suu? 1-Hemidiyye Taaan nigtri 9wayyit ?eyRaaD ?ilne. 9tere ?ebuuy sijjaade aamiyye w-?ergiile, w-?immi 9teret ?esaawir mSeDDefe w-Hele? w-?ene tereet bluuze mTeRReZe w-xaatim deheb. suu? 1-Hemidiyye ?e@jabne ktiir li?ennu fii kull-me bitHubbu 1-Teen. Lesson Seventeen A. Text At Al-Hamidiyya Bazaar Last year, I went with my family to Damascus in order that we visit my uncle's family over there. My uncle and his family met us at the air- port and then took us to their house. It was summer, and the weather in Damascus was good at that time. The following morning, my uncle's family and we went by car for a ride outside Damascus. At noon, we ate lunch at a very nice park on the River Barada. We ate shish kabob with rice, salad and hunnos. After lunch we drank Arabic coffee and ate some fresh fruit. 158 While we were there, we visited the Umayyad Mosque and later we went to Al-famidiyya bazaar in order to buy ourselves some goods. My father bought a Damascene rug and a hubble-bubble. My mother bought mother-of- pearl bracelets and a pair of ear rings. And I bought an embroidered blouse and a gold ring. We liked Al-Hamidiyya bazaar thing that the eye likes. B. Vocabulary sabeoTaL suu? l-Hemidiyye DaaR (f.) (duur) Tam (?maam) DaaR Lemmi ste?bel / biste?bil dinya (f.) Seef jeww S-SubuH, S-SubH- gemm / bi imm hewe (m.) gemm 1-hewe beRRe tyedde / bityedde muntezah (-aat) Nehir / Nehr- (?eNhaaR) beRede (m.) leHim / leHm- (coll.) meagwi (f. maiwiyye) IeHim meawi (coll.) Ruzz (coll.) (Habbit Ruzz) SeLeTe HummoS (Habbit HummoS) yede (m.) jaamiT (jewaamiT) 1-jaamiT l1-?umewi Teaaan (fol. by subjunctive) tere / bigtri gwayye weReD (?eaRaaD) ?ergiile (?eaRaegiil) sijjaad (coll.) (sijjaade) ?iswaaRe (?esaawir) mSeDDef Hele? bluuze (-aat) very much because in it there was every- seventeen the Hamidiyya bazaar house, home; family (paternal) uncle my uncle's family to meet, welcome, receive (s.o.) world summer weather, atmosphere the morning; in the morning to smell (conjugates like Hebb / biHubb) air to go for a promenade; to have a good time outside (adv.); outside of (prep.) to eat lunch park river the Barada (river) meat roasted, baked shish kabob rice (a grain of rice) salad hummos, chickpeas (a chickpea) lunch (the noon meal) mosque the Ummayyad Mosque in order that; so that (= Hette + subjunc- tive) to buy some; a little bit thing; object; (pl.) goods hubble-bubble; water pipe rugs (a rug) bracelet inlaid with mother-of-pearl a pair of earrings blouse 159 mTeRReZ xaatim (xewaatim) daheb (coll.1 li?annu kull-me Teen Cf.) (Tyuun) embroidered ring gold because all that . . .; everything that . eye Additional Vocabulary melaabis (pl.) fuSTaan (feSaaTiin) ?emiiS (?umSaan) badle (f.) (-aat) kunDeRa (kenaadir) eante (f.) (-aat, guNaT) Nehr n-niil ite (m.) ReTiL / ReTL- (RTaaL) duulaaR (-aat) Rabii xeriif Vocabulary Notes Weather expressions with /dinyae/ cl o thes dress shirt suit shoes suitcase; handbag; travelling bag the (River) Nile winter pound (weight) dollar spring fall, autumn English weather expressions typically contain "it": "It's hot", "It's a nice day", "It's spring", etc. Arabic typically uses the feminine noun /dinya/ 'world' or usually makes the verbs or adjectives feminine singular if /dinye/ is omitted (unless a masculine noun such as /jeww/ is subject). Thus: kaanet d-dinya Seef. 'It was summer.' kaanet Hilwe ktiir mbaariH, 'It was very nice yesterday.' C. Grammar 1. Haal: The Circumstantial Clause In Lesson 16 we had an indicative verb modifying a pronoun as an example of an abbreviated Haal; the full Haal is illustrated by: w-?iHne hunaak 'while we were there ' which begins with /w-/ 'while, as', has a pronoun or noun subject, and con- stitutes a complete clause. The Haal is quite a useful device in Arabic, used to describe the attendant circumstances in which a person finds himself; the translation accordingly reflects the timing of the main clause. Compare: 160 zurnaahum w-?iHne hunaak. RaayHiin nzuurhum w-?iHne hunaak. 'We visited them while we were there.' 'We are going to visit them while we are there.' 2. Relative Clauses /kull-me bitHubbu l-Teen/ 'everything the eye likes' is a relative clause. Literally it goes "everything that the eye likes it". The relative clause in Arabic consists minimally of two parts: an antecedent, here /kull-me/ ; and a clause which contains a pronominal reference to the ante- cedent, in this case the direct object /-u/ on the verb /bitHubbu/L In the sentence: ?aTTiini kull 9i ?ajaak,, 'Give me everything you received.' the pronominal reference in the relative clause is in the verb /?eja/ 'it came', which is third masculine singular in agreement with the masculine singular noun / i/. An important feature of the relative the sentence in which it is found, it is itself. Thus, from the examples above: clause is that if extracted from a normal and complete sentence in bitHubbu. ?ejaak. 'She likes it.' 'You received it.' are complete sentences in themselves. Additional illustrations: kull-me bit?uulu mniiH. kull gi be?uulu. ?ul-li kull i smiTtu, befhem kull 9i bi?uuluu. buktub kull 9i bilaa?ii fi dders. 'Everything you say is O.K.' 'Everything I say.' 'Tell me everything you have heard. 'I understand everything they say.' 'He writes everything he finds in the lesson.' 3. li?ennu 'because' This conjunction is composed of /li?enn-/ 'because' and /-u/ which might be rendered in English as "it is a fact that..."; it is followed by a normal clause, e.g. ?uxthe Hilwe. 'Her sister is pretty.' - l i?ennu ?uxthe Hilwe. - her sister is pretty.' 'Because ?ejaani mektuub mbaariH.'I got a letter yesterday.' li?ennu ?ejaani mektuub mbaariH. 'Because I got a letter yesterday.' If the clause following/li?ennu/begins with a pronoun, that pronoun is 161 suffixed to/li?enn-/in place of -u: hiyye Hilwe. li?ennhe Hilwe. huwwe SeDii? mniiH. li?ennu SeDii? tniiH. If the following clause begins suffixed pronoun agreeing with the 'She is pretty.' 'Because she is pretty.' 'He's a good friend.' 'Because he's a good friend.' with /Tind-/ or /bidd-/, either -u or a subject may be used: 'because I have to study' 'because I want to study' li?ennu li?enni li?ennu li?enni indi Tindi biddi biddi drs dars ?edrus ?edrus D. General Drills Drill 1. Substitution a. ruHne nzuur - aam. 1. DaaR Temmi 2. beaTelbek 3. eelit ?exuuy 4. l-muntezah 5. 1-jaamiT 6. l-musteafe 7. l-jaamiT? l-?umwi 'We went to visit Damascus.' 8. 9. 10. 11. 12. 13. 14. muntezeh - aam 1-TiRaaq 7?abu yaalib fi l-musteafe ?ahli ?ehil SeDii?ti li-blaad merkez t-te@liim b. Add the following past time expressions to the above sentences. 1. 2. 3. 4. 5. 6. 7. mbaari H 1-,oom S-SubuH V-seheR l-MaaDi beqd yoomeen beTd ?usbuuTeen bed jumuTteen s-sebt l-MaaDi 8. 9. 10. 11. 12. 13. 14. 1-juma 1-MaaDye s-sene l-MaaDye mbaariH beodeen 1-?eHed 1-MaaDi ?ebil senteen l-?usbuuT 1-MaaDi Drill 2. a. Transformation - Repetition 1. huwwe RaaH yzuur suu? l-Hamidiyye. 'He went to visit Al-Hamidiyya bazaar.' 2. humme RaaHu yzuuru suu? 1-Hemidiyye. 3. hiyye RaaHat tzuur suu? 1-Hemidiyye. 4. ?ane RuHt ?azuur suu? l-Hemidiyye. 5. ?iHne RuHne nzuur suu? l-Hamidiyye. 6. ?inte RuHt tzuur suu? l-Hemidiyye. 7. ?inti RuHti tzuuri suu? l-Hamidiyye. 8. ?intu RuHtu tzuuru suu? l-Hemidiyye. 162 9. ?uxthe RaaHat tzuur s.uu? l-4lemidiyye. 10. ?ustaazna RaaH yzuur suu? l-Hlamidiyye9, 11. 1-banaat RaaHu yzuuru suu? l-HamidiyYe. 12. t-talemiiz RaaH-u yzuuru suu? l-,leniidiyye. b. Variable Substitution Base Sentence: huwwe RaaH yzuur suu? l-emidiyye. 1. l-morkez 9. 9-gaam 17. ?abuukum 2. li-blaad 10. ?inte 18. baiel bak 3. ?an@ 11. l-merkez 19. ?aja 4. ?ahli 12. N-NahiR 20. htuwwe 5. 1-sTiRaaq 13. ?inti 21. humme 6. '?ermi 14. ?ahlik 22. ?iHna, 7. xaliil 15. ?immik 23. hi Yye 8. Judy 16. ?intu 24. ?inte Drill 3. Transformation -- Repetition a. 1. huwwe RaaH Hatt@ yi~tri bedle 'He went to buy a suit..' 2. humme RaaHu Hette yi~tru bedle. 3. hiyye RaaHet Hette tigtri bedle. 4. ?an@ RuHt Hette ?e~tri bedle. 5. ?iHne RuHna Hette nigtri bedle. 6. ?inte RuHt Htte tigtri bedle. 8. ?intu RuHtu Htte tigtru bedle. b. Variable Substitution Base Sentence: huwwe RaaHl Htte yi~tri bedle. 2. leHim 10. ?ergiile 18. xaatim deheb 3. Ruzz 11. ?inte 19. xyaar 4. ?an@ 12. ?esaawir 20. ?emiiS 5. HummoS 13. xaatim 21. ?inte 6. fewaakih 14. ?inti 22. kuuse 7. saami 15. kunDeRe 23. BeNDooRe 8. jemiil 16. Hale? 24. ?iHne Drill 4. Repetition 163 1 1 6. ?lek hloon TneTeR sane li?ennu li-blaad ?eTjebetek. 7. RaayiH yirjeT bed sane H-ette yxeLLiS uylu. 8. laazim ?edrus TaRebi li?annu biddi ?esaafir le lubnaan. 9. ?usmu ?ebu saami li?ennu ?ibnu ?usmu saami. 0. ?Usumhe ?imm faaTme li?ennu binthe ?sumhe faaTme. Drill 5. Translation 1. She likes to drink Arabic coffee because it is delicious. 2. Bananas are expensive today because there are not many bananas in the market. 3. I want to go with you because I don't have a car. 4. I love her because she is pretty. 5. I wrote him a letter because I received one from him last week. 6. He is not here because he moved. 7. She bought some fruit because her sister likes to eat fruit after lunch. 8. I want to introduce you (m.s.) to my friend because he is a good friend. 9. I liked it very much because there was in it all that the eye liked. 10. We liked the market because it had a lot of Arabic goods. Drill 6. Conjugation - Repetition a. huwwe: humme: hiyye: b. huwwe: humme: hiyye: ftere fteru fteret ?i n te: ?inti: ?intu: ?ene : ?iHne: ?inte: ?inti: ?intu: ?ene : ?iHne: tereet ftereeti 9tereetu tereet ftereene tyeddeet tyeddeeti tyeddeetu tyedeet tyeddeene tyedde tyeddu tyeddet Drill 7. Transformation Base sentence: w-?iHne hunaak 9tereene leHim mewi w-tyeddeene. 'While we were there we bought shish kabob and had lunch.' 1. 2. 3. 4. huwwe humme hiyye ?inte 5. 6. 7. 8. ?inti ?intu ?ene ?iHne 9. 10. 11. 12. hiyye ?inte humme ?ene 13. 14. 15. 16. ?intu ?iHne ?inti huwwe Drill 8. Conjugation a. huwwe humme hiyye ?exed ?ekel ste?bel 164 ?inte ?inti ?intu ?ene ?iHne b. huwwe hiyye ?inte ?inti ?intu ?exedni etni tni ___ti in tiini tuuni ste?belni etni tni tiini tuuni Drill 9. Transformation: sg. --> pl. Example: huwwe: humme: ?exedni le beetu. 'He took me to his house. ?exeduuni le beethum. 'They took me to their house. 1. 2. 3. 4. 5. 6. 7. 8. hiyye ?exedetni meaahe. ?inte ste?beltni fi l-M@TaaR. ?inti b@ettiili mektuub. n-neers eRRefetni ?Telee. t-tilmiize weddeTetni mbaariH. l-?ekil ?ejebni ktiir. ?exuuk ?aabalni fi s-suu?. ?ustaazi semmTni musiiqe ?eRebi. Drill 10. Translation- Substitution Example: xud kull ii bitHubbu. eat say give him write (f.s.) study (pl.) take send her write you like you heard he liked you understand from the lesson I give you your eye likes she wants we said E. Conversations 1. widaad ?imm seliim: widaad ?imm seliim: widaad ?imm seliim: widaad ?imm s liim: ween kunti leelt s-sebt ye ?imm seliim? weLLe RuHne Tele Detroit. xeer NgaaLLe? RuHne eTaaan niftri ?eyRaaD min hunaak. gu ftereetu? 9tereene xuDRe w-fewaakih w-leHim. kiif siTr 1-leHim hunaak? RxiiS? laa weLLe yaali. bess mig mitil hoon. 165 widaad ?Imm sall widaad in); 2. widaad ?imm seliim: widaad ?imm seliim: widaad ?imm saliiim: widaad ?imm seliim: widaad ?imm seliim: b-?addee R-ReTiL? b-duuLaaR w-xemse sent, weLLe RxIiS, smiTt ?innu fii suu? LeRebi fi Phoenix. MeZbuuT. fii meHellaat TeRebiyye hunaak w-bitlaa?i fiihe ?eyRaaD ktiire. yeTni mitil ?eeg? fii ?ekil TaRebi miti l be?1laawe w-HummoS w-fii kemaan Lindhum melaabis Hilwe. ?eemte RaayHiin Te Phoenix taani meRRe? s-gaheR 1-jaay NiaaLLe. beLLe t?ulii-li lemme tRuuHu Hette ?eRuuH meaTaakum. biddi ?edtri wayyit ?umSaan le li-wlaad w-feSaaTiin le 1-benaat. Teyyib ye widaad. Len ?iznik laazim ?arjeL ae 1-beet. li-wlaad ?eju min 1-medrese hel?eet. Tayyib meaT s-selaame. ?eLLe ysellmik. 3. seTiid: mbaariH kaan 1-jumTe. SaaliH: ?exedt 1-Teele w-RuHne nfimm 1-hewe. seiid: S-SubuH welle bed D-Duhur? SaaliH: bead D-Duhur. weLLe RuHne Te 9eTT N-NehiR w-baedeen tyeddeene fi l-muntezah. seaTiid: w-?eemte rjiTtu Te 1-beet? SaaliH: s-seeTe sitte ?ille rubuT. weLLe ?ene Hebbeet nirjeT beTdeen, bess 1-MeRe ?aalet ?innu laazim nirjeT fi hedaak 1-we?t li?ennu me kaang Linne ?ekil fi 1-beet. (1-MeRe = my wife) F. Review 1. Translation 1. We had lunch at the park at noon. 2. They call him Abu Sami, but his real name is Mohammad. 3. We are going to visit Damascus because it is very beautiful. 4. What are you (f.s.) going to do in Iraq when you go back there? 5. Gold is expensive this year, not cheap. 6. He likes to finish his work and then go home. 7. What are you (f.s.) doing? I am making some Arabic coffee. 8. They always speak Arabic at home. 9. How long have you (pl.) been in this country. Ten years. 10. Would you (f.s.) like to have roast meat with me? I have no objection. I like that very much. 11. You (pl.) are welcome. You honored us by your visit. 12. How much do you (m.s.) want? Ten piasters per kilo. 13. She likes to haggle, because the price is always high. 14. O.K. Good-bye! 166 15. Pardon me! I h4ye to go to class now,, 2. Questions. based on Te~xt 1. gu STunwaan ders sabaTTg? 2. Tale ween saafert? 3. nai in kaan m'il? 4. 1eeg saaferna la hunaak? 5. Tale beet iin RuRne fi -gaam? 6. kiif kaanat d-dinye? 7. Tele ween RuHne taani yooni? 8. ween tyoddeene? 9. ween NehiR beRede? 10. gu ?ekelne? 11. be~deen u gribne? 12. u zurne fi 9-gaam? 15. w-?ene gu 9tereet? 16. ?ecijebne suu? 1-Hemidiyye? 1eeg? 167 ders temenTeT A. N-NeSS 1 . 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. nejiib: La ura: neji ib: La ura nejiib: Laura: neji ib: Laura: fleaiiib: Laura: fl j jib: Laura: neji ib: Laura: neji ib: Laura: nejiib: Laura: fi b-?uds Tiumri'k zurti 1-?uds ye Laura? ?eywe. kunt hunaak fi Tiid 1-miilaad. miin kaan me~ik? suwwaaH ktiir. ?eddee b?iiti hunaak? ?eRbeT ?asaabi i T. kiif le?eeti 1-?uds? N~aaLle ?ecjebetik? mniiHe ktiir, xuSuuSen fi 1-?e'iyaad. g~uft kniisit 1I ?Yaame w-1--HeRem 9-geriif, w-lmebke. RuHti beet1eHim? ?eywe. ?eSTedt fiihe yoom waaHed bess. 1eeg me TewweLti hunaak? beSTRefg Hed fiihe. 9tereeti ?i~i mSeDDef? le?. me gtereetig ?i~i min beet1a"Him ?ille fuSTaan mTeRRez. kunti tifhemi kelaam n-naas bi-1-STeRebi? ?eywe. ?efle kunt ?efhem Leleehum. bess humme me kaanuug yifhemu £eleyy. ?inti bti'Hki STeRebi mig beTTaaL. bess laazim titmerreni ktiir. kelaamek MeZbuuT. RaayHe ?ejerrib ?eHki STeRebi min hel?eet 19. nejiib: 20. Laura: 168 Lesson Eighiteen A. Text In Jerusalem 1. Najib Have you ever visited Jerusalem, Laura? 2. Laura : Yes. I was there Christmas. 3. Najib Who was with you? 4. Laura : A lot of tourists. 5. Najib How long did you stay there? 6. Laura : Four weeks. 7. Najib How was Jerusalem? I hope you liked it. 8. Laura It was very nice, especially during the holidays. 9. Najib What did you see there? 10. Laura : I saw the Church of the Holy Sepulchre, the Glorious Mosque and the Wailing Wall. 11. Najib Did you go to Bethlehem? 12. Laura : Yes. I spent only one day there. 13. Najib Why didn't you stay there longer? 14. Laura : I don't know anyone there. 15. Najib Did you buy anything inlaid with mother-of-pearl? 16. Laura : No. I didn't buy anything from Bethlehem except for an em- broidered dress. 17. Najib Were you able to understand what people said in Arabic? 18. Laura : Yes. I was able to understand them. But they couldn't understand me. 19. Najib You speak Arabic all right. But you should practice a lot. 20. Laura : What you say is right. I am going to try to speak Arabic from now on. B. Vocabulary Tumur (?e@maaR) Tumrok...? id (?eTyaad) miilaad Tiid l-miilaad saa.yiH (suwwaaH/suyyaaH) bi?i/ bib?a laa?a/ bilaa?i xuSuuSen kniise (kenaayis) ?yaame kniisit 1-?yaame HaRam geriif 1-HeRem -geriif beetleHim (f.) lifetime; age have you ever...? festival, holiday birthday Christmas tourist to stay, remain to find especially church resurrection Church of the Holy Sepulchre something sacred; sacred precinct illustrious, honored; sublime the Glorious Mosque Bethlehem 169 ?e~ed/ bu?'ud TowweL/ biTewwiL ?i~i = 9i (?egya/?eayaa?) kelaam Heke/biHki beTTaaL mig beTTaaL jerreb/ bijerrib (foll. by subj.) min hel?eet w-TaaLiT to sit; to stay, remain to stay long, prolong thing; something speech; talking to talk, speak worthless, bad not bad, good to try, make an effort (to do s.th.) from now on Additional Vocabulary £iid Raas s-sene ReMeDaaN Tiid ReMeDaaN 1-Tiid Z-Zyiir £iid 1-?eDHe l-Tiid li-kbiir ?aa weLLe New Year (holiday) Ramadan the Ramadan Feast Lesser Bairam the Sacrifice Feast, Greater Bairam Greater Bairam (Muslim); Easter (Chr.) yes, indeed! C. Grammar 1. Verbs: Past Progressive and Past Habitual The perfect tense of Arabic is highly specialized: it denotes only a completed act or event; it cannot be used for progressive action, habitually repeated actions, or any other kind of action which is not a completed event. All of these other actions are denoted by the imperfect: Perfect: saafer 1-yoom. 'He left today.' Imperfect: bisaafir ( he leaves he's leaving he will leave In order to denote habitual, progressive, future or other "imperfec- tive" kinds of action in past time, the verb /kaan/ plus the subjunctive form of the verb are used: kaan yudrus kunt ?e?uul kaanu yitkellemu kunti tifhemi 'he was studying/ used to study' 'I was saying/ used to say' 'they were talking / used to talk' 'you were understanding, you used to under- stand, you understood' 2. Defective Verbs: /bi?i - bib?e/'to remain' The defective verbs we have seen so far have the stem vowel /i/ in the imperfect and /a/ in the perfect. /bi?i - bib?e/ 'to remain' exem- plifies the class of defective verbs with // in the imperfect and /i/ in 170 the perfect, The imperfect is conjugated as follows,; Indicative: 1 beb?a 2m btib?e 2f btib?i 3m bib?e 3f btib?ea Stem - -b?9- bnib?a btib?u bib?u 1mperati ve m.s. ?ib?e! f.s. ?ib?i! pl. ?ib?u! The inflexional suffixes /-i/ and /-u/ replace the stem vowel. Perfect: 1 biit 2m b?iit 2f b?iiti 3m bi?i 3f bi?yet Note that unchanged. In elided because /i/ is changed t3 Stem = bi?i- b?iine b?i i tu bi?yu the third masculine singular contains the stem /bi?i-/ the first and second persons the first /i/ of the stem is it is unstressed, and in the other third person forms the to /y/ before a vowel. Drill 1. Conjugation. Model: huwwe: bi?i hunaak ?eRbeT ?esaabiiT. 'He stayed there four weeks.' 1. 2. 3. 4. h umme hiyye ?inte ?inti 5. ?intu 6. ?ene 7. ?iHne 8. huwwe 3. Doubled Verbs Doubled verbs are three-consonant verbs whose second and third con- sonants are identical: beHubb 'I like' CVCC- The imperfect is perfectly regular: 1 2m 2f 3m 3f beHubb bitHubb bi tHubbi biHubb bitHubb binHubb bitHubbu biHubbu Imperative m.s. Hubb! f.s. Hubbi! pl. Hubbu! In the perfect tense all doubled verbs have the stem vowel /a/ plus 171 /ee/ added to the stem of the first and second persons: 1 Habbeet 2m Hebbeet 1 2f Hebbeeti) 3m Hebb 3f Habbet 3rd person: CeCC- 1st, 2nd persons: Hebbeene Hebbeetu Hebbu 4. The verbs /be?Ti/ 'he gives' and /bijib/ 'it pleases' belong to a pattern that prefixes /?a-/ in the perfect; these are Form IV verbs. Imperfect -CCiC- biTjib beTi beTi Perfect ?eCCeC- ?e@jab ?eaTTe ?e9Teet 'it pleases / pleased' 'he gives / gave' 'I give / gave' The /-e/ of /?9TTe/ is replaced by /ee/ in the first and second per- sons, as is the case with all perfect stems ending in /e/. 5. The verbs /baaxud/ and/baakul/ together constitute a class with three different stems in the imperative, indicative and perfect. The perfect is regular: ?xedt 'I took' ?exed 'he took' ?ekelt 'I ate' ?ekel 'he ate' The imperfect indicative and subjunctive have a stem beginning with baaxud ?aaxud baakul ?aakul The imperative has a stem of only the last two consonants and the vowel: xud xudi xudu) take'. kul kul i kul eat'. 6. The verb for 'to come' is the most irregular, if not the only truly irregular verb in the language; it should simply be memorized: Imperfect 1 baaji 2m btiij i 2f btiiji) 3m biii ii 3f btiiji bniiji bti iju biiju Perfect 1 jiit 2m jiit 2f jiiti 3m ?ejet 3f ?ejet) jiine jiitu ?eju 172 Imperative m.s. tea! f.s. teTi! pl. te'u! Some Palestinians prefix /?i-/ to the first and second persons, giving /?ijiit, ?ijiine,/ etc.; and some say /?ije, ?ijet/ and /?iju/ in the third person. 7. Broken Plurals: /mektuub/-/mekaatiib/ A broken plural pattern that is fairly /mektuub/ 'letter' - /mekaatiib/ 'letters'. this pattern has four consonants and a long predictable is exemplified The singular of the nouns vowel, symbolized by by of CVCCVVC The plural is always CeCaaCiiC. We have had the following nouns which fit into this class: CVCCVVC mektuub ?usbuuT tilmiiz Tunwaan CeCaaCiiC mekaati i b ?esaabiit telaamiiz Tenaawiin 'letter(s)' 'week(s)' 'student(s)' 'address(es)' If a noun of the pattern CVCCVVC refers to a human being, however, it takes a special plural pattern CeCaaCCe, where /-e/ is the feminine marker. We have had the following nouns that fit this pattern: ?ustaaz dektooR - ?esaatze - dekaatRe 'professor(s)' 'doctor(s)' Curiously enough, /tilmiiz/ fits in the plural pattern CoCaaCiiC even though it does refer to a human being. The adjective pattern CCiiC usually takes the plural pattern CCaaC, e.g. ktiir - ktaaR, zyiir - ZyaaR The masculine sound plural /-iin/ will also be heard, /ktiiriin, mniiHiin./ The feminine adjective of this pattern also takes the plural CCaaC, e.g. benaat mnaaH 'good girls' D. General Drills Drill 2. Substitution a. Tumrek zurt l-?uds? 'Have you ever visited Jerusalem?' 173 S1. 2. 3. 4. 5. kniisit l-?yaame suu? 1-Hemidiyye 1-jaamiT 1-?umewi meTaaR beruut merkez t-teliim 6. 1-Herem 7. beet1 Him 8. 1-mebke 9. l-TiRaaq 10. DaaR eTammaek 11. 12. 13. 14. 15. meSiR 1-qaahi Re ?ehlek beelbek 9-gaam b. Change the above into: Tumrik zurti l-?uds? Drill 3. Question-Answer SI: T : S2: ?eddeeg b?iit hunaak? Two days. b?iit hunaak yoomeen. 'How long did you stay there?' 'I stayed there two days.' 1. one week 2. two weeks 3. three weeks 4. 11 weeks 5. 6. 7. 8. one month two months 24 months one year 9. 10. 11. 12. two years 3 years 5 years all the time 13. 14. 15. 16. one night two nights 6 nights one day only Drill 4. Question-Answer Substitute ?eTedt for b?iit in Drill 2 above. Drill 5. Variable Substitution Base Sentence: (huwwe) bi?i hunaak. 'He stayed there.' 1. fi l-?uds 2. ?usbuuTeen 3. humme 4. ?usbuuT 5. fi -gaam 6. hiyye 7. kull l-we?t 8. 9. 10. 11. 12. 13. 14. TuuL l-we?t ?inte hunaak senteen ?inti gehReen yoomeen 15. xems sniin 16. ?ene 17. fi 1-TiRaaq 18. ?iHne 19. Judy 20. mHemmed 21. TumeR Drill 6. Substitution Model: kunt ?efhem kull gi. 'I was able to understand everything.' 1. 2. 3. 4. ?erebb ?edrus ?etyil ?e' rma 5. 6. 7. 8. ?aakul ?etri ?eHubb ?esewwi 9. 10. 11. 12. ?ejiib ?etkellem ?e Ref ?esme£ 13.?ektub 14. ?alaa?i 15. ?efatti Tle 16. ?eHki Drill 7. Question-Answer 1. 2. 3. 4. 5. 6. 7. leeg l-jeww mig mniiH? leeg haade l-fuSTaan yaali? leev ruHti lea l-muntezah? leeg haade l-xaatim yaali? leeg laazim tudrus? leeg me fig Hed hoon? leeg TewweLt fi s-suu?? 8. 9. 10. 11. 12. 13. 14. lee§ lee leeg 1 eeg 1 eeg leeg leeg hiyye me 9teret ?eaye mSeDDefe? huwwe ?eje 1 ?emeerke? bitnaaduu ?ebu saami? btiReffg tiHki TeRebi kweyyis? me btifhem eleehum? fii suwwaaH ktaar fi 1-?uds? 9tereet ?esaawir mSeDDefe? 174 Drill1 8. Transformation: positive o.-negative (Negate all clauses.) 1 . saalim zaaR l-?uds fi Tiid l-?eDHe. 2. fii suwwaaH ktaar fi l-?uds, xuSuuSen fi l-?eS~yaad. 3. ?ekelu fewaakih be~d l-yede. 4. kaanu yifhemu £eleyy lemme ?eHki bi-lci'Rebi. 5. Teli ?axed £eeltu w-RaaHu Le -4aam. 6. ?ehl Fred ste?beluuhum hunaak fi l-MeTaaR. 7. zurne l-jaamii' w-be~deen tyeddeene fi muntezeh. 8. MeZBuuT ?usmu l-?aSLi saami, bass bisammuu heek. 9. RuHt Le s-suu? w-stereet kuuse w-BeNDooRe w-BeTTiix w-fGSuuLyG. 10. humme daayrnen bitkellemu TaRebi fi 1-beet li?ennu ?GSiLhum LeReb. 11. besmeThum binaadu MeRetu ?imm saami . 12. ?eywe MeZBuuT li?ennu ?{'binhe li-kbiir ?usmu saami. 13. haade ?aaxi~r si~ir. 14. fii Lindi maaniTi. ?ene bedrus l-yoom. 15. MeReti btigtyil neers fi muste~fe l-jaam~e. Drill 9. Double substitution Model: me 9tereetig ?i~i ?ille fuSTaan MTeRRez. 'I didn't buy anything except an embroidered dress.' 1 . 2. 3. 4. 5. 6. deresti --- gweyye 9tereetig --- ?esaawir Hebbeetig --- l-BeTTiix 7. 8. 9. 10. 11 . 12. fetteftig Tele --- xaatim deheb se?el ti 9 --- su?aal waaHed E.Conv'ersations 1.Fred : u fii ?eyaad £indkum ye je)mi 1i? jamiil: Linne ?iideen kbaaR: £iId RemeDaan w-Ti id l-?eDHe. fii naas Fred : u bisewwu n--naas fi l1-?e'iyaad? jemiil: biruu~u yzuuRu ?a~hilhuni w--bi'ruuHu Le l-nuntezehaat Tegaan ysimmu l-hewea. w-?i'ntu u fil ?e'~yaad £indkum fi ?emeerke? Fred : kemaan Linne £iideen kbaaR: krismes, ye'ini Lild l-miilaad, w-nyuyiir yecini £iid Raas s-sene. n-naas biruuHu y~uufu ?Ohilhum w-y~immu 1--hewe mitil hoon. 175 2. su~aad: Linda: su~aad: Linda: su~aad: Linda: su~aad: Linda: su~aad: Linda: 3. xaal id: Tel i xaal id: Tel i xaal id: Tel i xaal i d: Tel i xaal id: Tel i Tumrik zurti l-?uds ye Linda? ?aa weLLe, kunne hunaak ?ebil senteen. ruHti leweHdik? laa weLLe ruHt me? joozi w-?exedne li-wlaad meTaane. NgaaLLe NBeSeTTu hunaak? weLLe NBeSeTne ktiir. zurne 1-beled l-?ediinie. gufne kniisit 1-?yaame w-l-HeRam 9-geriif w-l-mebke w-mellellaat ktiire. ?eddeeg b?iitu hunaak? weLLe TewweLne. ?e~edne ehReen. NgaaLLe ?eTjebetkum l--Heyaa hunaak? ye selaam. n-naas kaanu Teyybiin ktiir. w-l-Heyaa mig beTTaale. bess l-?ekil kaan xaali w-1-?uteel kaan xaali kemaan. gxeer NgaaLLe, ween RaayiH? (gu= "why", "I say") Te l-MeTaaR. ?eyy seeS~e laazim tkuun hunaak? Tne?9 ?ille RubuT. btiTRef ?innu hel?eet s-see~e Hde'?g w-NuSS? SeHiiH? btiHki MeZBuuT? s-see~e ?indi Hdeg w-Te9eRe. see'?tek mig meZ~uuTe. laazim ?emgi hel?eet. xaaTRek. ?eLLe me~ek. me? s-selaame. ?eLLe ysellmae F. Review Drill 1. Questions based on Text 1. ?eenite zaaRet Laura l-?uds? 2. kaan fii suwwaaH fi l-?uds? 3. ?eddeeg bi?yet hunaak? 4. ?eTjebethe l-?uds? 5. gu gaafet fi l-?uds? 6. ?ekem yoom ?e~edet fi beetl@'Him? 7. kaanet tiTRef Hed hunaak? 8. gu fteret min beetl@'Him? 9. kaanet tifhem kelaam n-naas bi-l-TeRebi? 10. Miin biHki LeRebi mig beTTaaL? ?inte btiHki LeRebi mniiH? 11. gu ?aal nejiib le Laura? gu Raayek ?inte? 12. gu jaawebet Laura? gu Raayik ?inti? 176 Drill 2. Translation 1. The weather was fine. We went out for a walk. 2. We had shish kabob for lunch. We had baklava after lunch. 3. He bought a lot of things from the market. 4. My folks came to visit us. 5. Everything was very expensive during the Ramadan Feast. 6. There were a lot of tourists during the New Year holiday. 7. We liked to eat kabob for lunch and drink Arabic coffee after lunch. 8. My mother came, but my father didn't because he was at work. 9. We used to understand them when they spoke Arabic. 10. We went by plane to Beirut. 177 ders tjieS@Te~ A. N-NaSS 1MaTciAeH1-?orz 1. jemaal: ?ul-1i ye sec~iid: gu ?usmn 1-MaT~em illi btaaklu fii ?ekil ?eRebi fi Detroit? 2. seilid: ?usmu MeTTeM 1-?Grz. 3. jemaal: fi ?eyy aarii' huwwe? 4. seTiid: fi gaariT Columbia. RaayiH truuH Telee? 5. jemaal: befekkir ?aaxid T-TuLLaab illi biddursu LeRebi Telee. u Raayek? 6. se~iid: fikre mniiHe. ?ene mit?ekkid ?innu RaayHiin tinbiSTu ktiir. £indhum fi l-MeT~eM ?ekil w-megruub bti~thii 1-STeen. 7. jemaal: smi~t ?innu £indhum Re?S TiaRebi w-musiiqe ?eRebi. SeHiiH he l-kelaam? 8. se~lid: ?eywe. 9. jemaal: gu fii ?ekil LeRebi £indhum? 10. se~iid: Tindhum kebaab w-HunroS w-SeLeTe bi-Thiine w-weRe? Sineb w-kubbe. 11. jemaal: bitHubb tiiji meS~na lemma nRuuH? 12. sec~iid: betgeRRef. 13. jemaal: yoom s-sebt l-jaay, s-see~e sitte 1-mese. bitkuun faaDi? 14. se~iid: ?eywe. ?ene mesyuul yoom s-sebt S-SubuH bess. 15. jemaal:. miit ?ehle w-sehle fiik. ween bitHubb nit?aabel? 16. se~lid: xelliine nit?aabel s-seeS~e xemse w-NuSS ?uddaam 1i-bnaaye lli beskun fiihe. w-be~deen binRuuH meaT BePDO 178 Lesson Nineteen A. Text The Cedars Restaurant 1. Jamal: Tell me, Salid, what is the name of the restaurant where you eat Arab food in Detroit? 2. Sa'id: It's called ("Its name is") the Cedars Restaurant. 3. Jamal: What street is it on? 4. Sa'id: It's on Columbia. Are you going to go there? 5. Jamal: I'm thinking of taking the students who study Arabic to it. What do you think? 6. Sa'id: It's a good idea. I'm sure you are going to have a very good time. At the restaurant they have food and drink that make your mouth water. 7. Jamal: I have heard that they have Arab dancing and music. Is that true? 8. Sa'id: Yes. 9. Jamal: What kind of Arab food do they have? 10. Sa'id: They have kabob, hummos, salad with sesame seed oil, stuffed grape leaves and kubbe. 11. Jamal: Would you like to come with us when we go? 12. Sa'id: I will be honored. 13. Jamal: Next Saturday at six in the evening. Will you be free? 14. Sa'id: Yes. I'm busy only Saturday morning. 15. Jamal: You are most welcome. Where would you like us to meet? 16. Sa'id: Let's meet in front of the building where I live, at five thirty; and then we'll go together. 17. Jamal: O.K. We'll be seeing you Saturday, I hope. B. Vocabulary MeTT'em (MGTaaTim) ?orz (coll.) (?arze) ?illi/-illi/-1lli/ gaariT (~ewaari ) TaaLib (TuLLaab) mi t?ekki d ?innu mearuub (-aat) 9tehe / bigthi Re?S (m.) THiine weRe? (coll.) (weRe?e) weRe? Tinab restaurant cedars who, whom, that, which street student sure, certain that (conj.) drink, beverage to feel an appetite for, desire, crave dance, dancing sesame seed oil, tahina paper; leaves (a piece or sheet of paper) grape leaves (as a dish, stuffed with rice and meat) 179 bitkuun faaDi (fem. faaDye) mea yuul miyye (-aat)(in construct miit) ?ehle w-sehle miit ?ahle w-sehle t?aabel / bit?aabel xalle / bixelli xelliine ?uddaam bnaaye (-aat) me BeaD you (m.s.) will be free, having nothing to do; empty busy, occupied hundred Welcome! (literally) A hundred welcomes! to meet (with each other) to leave; (foll.bysubjunctive) to let let's (do something)(foll. by subjunctive) in front of (prep.) building with each other, together Additional Vocabulary beeD (coll.) (beeDe) jaaj (coll.) (jaaje) dezziine (-aat) semek (coll.) (semeke) xubiz (coll.) (xubze) sukker (coll.) (Hebbit sukker) mliH (coll.) (Hebbit mliH) weRe taHt foo? garsoon (-aat) ?ebeden (with negative verb) biiRe Heliib te@aal = te'? weLLaahi = weLLe SeHin (SHuun) xeLeS / buxLuS eggs (an egg) chicken; hens (a chicken; a hen) dozen fish (a fish) bread (a piece of bread) sugar (a grain of sugar) salt (a grain of salt) behind under, below above, over waiter never beer milk come'. indeed; certainly plate; dish to be finished, come to an end C. Grammar 1. The Relative Pronoun/?illi/'who' The Arabic relative pronoun /?illi/ corresponds to the English relative pronouns who (and whom), that and which. It can refer to humans, like who or that, or to non-humans, like which or that; it may be used with any number or gender. The /?-! is often dropped after a consonant, and /?i-/ after a vowel. Illustrations: humme T-TuLLaab illi zaaRuuk. 'They are the students who (that) visited you.' ween li-bnaaye lli btuskun fiihe? 'Where is the building that you live in?' 180 2. Definite Relative Clauses A definite relative clause is a sentence joined to a definite noun (or noun substitute, such as an adjective or a pronoun) by means of the relative pronoun/?illi/. In the sentence: su ?usm 1-MaTTem illi btaaklu fii ?ekil TaeRebi fi ditrooyt? /l-MeTem/ is the definite noun modified by the following relative clause, which is linked to it by /illi/. The relative clause itself is /btaaklu fii ?ekil TeRebi/, which is a complete sentence in itself: "You eat Arabic food in it." The entire Arabic sentence above can be analyzed as containing the basic sentence "What is the name of the restaurant in Detroit?" with the sentence "You eat Arab food in it." embedded by the relative "that" into the basic sentence as a modifier of "the restaurant". Not only must the relative clause be able to stand alone, but there must also be in it a pronominal reference to the modified noun, in this case the object of /fii/ 'in it' in the sentence above. In the phrase ?uddaam l-bnaaye lli beskun fiihe 'in front of the building that I live in (it)' the pronoun object /-he/ refers to and agrees with the modified noun /bnaave/. In the phrase T-TuLLaab illi bu'dursu LeRebi 'the students who are studying Arabic' the verb /bidursu/ 'they are studying' agrees in person, number and gender with the modified noun, and this satisfies the requirement for a pronomi- nal reference to that noun. The following sentence illustrates a relative clause where the direct object of the verb agrees with the modified noun: humme T-TuLLaab illi ufthum fi 9-9aariT. 'They are the students I saw in the street.' a literal translation of the Arabic is: "They are the students - who - I saw them in the street." Another important difference between the Arabic and English relative clause constructions is the fact that the English relatives "who", etc. are a part of the relative clause, while the Arabic relative is not. In the English sentence She is the girl with whom I went to the market. the relative clause is "with whom I went to the market"; "whom" is the 181 object of "with" in this clause. The Arabic construction, however, ex- cludes "who" from the clause, giving "She is the girl -who -I went to the market with her": hiyye 1-bint illi RuHt meaThe le s-suu?. When composing a relative clause in Arabic, test it out as follows: (1) If the relative clause alone, without /?illi/, does not "make sense" as an independent sentence, it is wrong. (2) If the relative clause does not contain a pronoun referring to the modified noun, or else if the verb of the relative clause does not agree with the modified noun, the construction is wrong. D. General Drills Drill 1. Double Substitution Model: miin 1-weled illi RaaH? 'Who is the boy who went away?' 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ?ustaaz..tkellem tilmiiz..budrus hoon MeRe gteret.. fuSTaan mTeRReZ bint..zaaRet 1-?uds mhendis..fi wezaaRit l-kehRebe TuLLaab.. deresu hoon meRe.. teRet semek s-sitt..bi?yit fi 1-?uteel naas..weRe 1-benk suwwaaH..fi s-suu? 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. benaat..?eju meTaane benaat..fi li-kniise ?ustaaz..fi 1-HeRem naas..?indhum he l-?aade suwwaaH.. zaaRu beelbek wlaad..kaanu meTaane naas..bisuknu hoon sefiir..?eje min Washington mTellme..gteRet xaatim bint..?eddernt TeLeb uyul Drill 2. Substitution - Translation Model: a. gu 1-ktaab ?illi deresnaa? 'What is the book which we studied?' S1. 2. 3. 4. 5. 6. We We We We We We saw it. bought it. understood it. finished it. brought it. liked it. 7. We wrote it. 8. We took it. 9. We changed it. 10. We studied it. 11. We received it. b. Change We into You (pl.) in Drill 2a above. c. Change We into I in Drill 2a above. Drill 3: a. Double Substitution - Translation Model: ween l-MeTTem illi bnaakul fii? 'Where is the restaurant in which we eat?' 182 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. street thing girl Arabic dancing students building country food and drink park friend We live on it. I~m thinking about it. She went with them to the restaurant. I heard about it. We visited them in Jerusalem. There are twenty offices in it. The Glorious Mosque is in it. Our mouth waters for them. We had lunch and a good time in it. You (pl.) lived with him for three years. b. Translation Model: Where is the cup that he drank out of? 'ween l-finjaan illi irib minnu?' 1. 2. 3. 4. 5. 6. 7. 8. 9. Where Where Where Where Where Where Where Where Where is the University they are studying at? is the book which he gave to me? are the people I met with at the airport? is the restaurant in which we ate grape leaves? is the library he was looking for? is the teacher whom we visited last week? is the place in which we had Arabic coffee? is the book which the teacher talked about? is the embassy in which your father works? Drill 4. Variable Substitution Base Sentence: huwwe seken fi l-?uds ?ebil eheR. 'He took up residence in Jerusalem a month ago.' 1. 2. 3. 4. 5. 6. 7. 8. fi 1-beet Teli semi i r fi haade -gaariT ?inte ?inti T-TuLLaab 1-bnaaye 9. 10. 11. 12. 13. 14. 15. 16. ?iHne hiyye senteen ?aene humme ?intu telt sniin xems sniin 17. 18. 19. 20. 21. 22. 23. 24. TuuL l-we?t ?ene aeheR bass ?inti ?intu ?iHne 1-banaat suheyle Drill 5. Substitution a) huwwe 9teha yaakul kabaab. 1. 2. 3. 4. 5. HummoS kubbe weRe? Tinab Tineb Ruzz 6. 7. 8. 9. 10. 'He wanted to eat kabob.' leHim meawi jaaj xubiz TeRebi SeLeTe bi-THiine semak m§wi 183 b) ?ene teheet ?aakul kabaab. c) hunme tehu yaaklu kebaab. d) ?inti gteheeti taakli kebaab. Drill 6. Combination Example: 1. haade weled + 1-waled RaaH la 1-medrese --O 'This is a boy' 'The boy went to school.' haade huwwe 1-waled illi RaaH le 1-medrese. 'This is the boy who went to school.' 2. haadi bint + ?ene RuHt maT 1-bint e s-suu?. - # 'This is a girl.' 'I went with the girl to the market.' haadi hiyye 1-bint illi RuHt maThe le s-suu?. 'This is the girl with whom I went to the market.' 3. hadool TuLLaab + ?ene uft T-TuLLaab fi 9-gaarit. -.-- 'These are students.' 'I saw the students in the street.' hadool humme T-TuLLaab illi gufthum fi 9-9aariT. 'These are the students (whom) I saw in the street.' 1. haade Re?S TeRebi. ?iHne ufne R-Re?S 1-TeRabi. 2. haadi sijjaade. hiyye fteret s-sijjaade min -gaam. 3. haade HaRem. ?ene zurt 1-HaRem s-sane 1-MaaDye. 4. hadool ?asaatze. 1-?esaatze ?eju min 1-kweet. 5. hadool banaat. ?iHne sellemne aTle 1-benaat mbaariH. 6. haade tuffaaH. ?ena tereet t-tuffaaH min s-suu?. 7. haadi baled. humme me biTrafuug Had fi 1-beled. 8. haadi kniisit 1-?yaame. suwwaaH ktiir biRuuHu Ta 1-?yaame. 9. haade weled. 1-weled HeSeL Pele ktaab. 10. haadi bint. 1-bint ?eadet maTna ?usbuuteen. 11. hadool suwwaaH. s-suwwaaH zaaRu beetleHim. 12. haadi ?aaoaaR. 1-?ustaaz tkellem Ten 1-?aaoaaR fi S-Seff. 13. haadi sayyaaRe. huwwe 9tara s-seyyaaRe 1-?usbuuP 1-MaaDi. 14. haade dektoor. d-dektoor daayman bikuun me yuul. 15. haade muntezeh. ?iHne tyeddeena fi 1-muntezah. 16. haade safiir. s-sefiir Timil Heflit sti?baal. 17. haadi ?ehwe TeRebi. ?iHna ribna 1-?ahwe 1-TeRebi. 18. hadool wlaad. li-wlaad kaanu meT BeTD. 19. hedool TuLLaab. ?ene Tezemt T-TuLLaab la beeti. 20. haade MeTTem. ?iHne ?ekelne fi 1-MeTTem mbaariH. Drill 7. Substitution - Translation Base sentence: huwwe: 9tehe yaakul Ruzz. 'He felt like eating rice.' 184 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. eat eat eat eat eat eat eat eat eat eat kabob salad with tehina grape leaves kubbe roast meat roast chicken roast fish Arabic bread chick peas grapes 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. eat eat eat eat eat eat eat eat eat eat rice with meat with us salad and chick-peas with me roast chicken and bread with me grape leaves with them kubbe and kabob with them fish and rice with us bread and chick peas with us chicken and rice with them rice and roast meat with them Drill 8. Substitution Model: xelliine nit?aabel s-seeTe xemse w-NuSS 1. nruuH nzuur 1-jaamiT l-?umewi 2. nruuH nfuuf 1-beled l-?ediime 3. nruuH nzuur l-?uds fi ?iid l-miilaad 4. nuskun fi he 1-beet 1-kbiir 5. nruuH n~imm 1-hewe fi l-muntezeh 6. nitkellem TeRebi TuuL l-we?t 7. nsemmi SelaaH "?ebu xeliil." 8. naaxud l-wlaad Te suu? 1-Hemi diyye 9. nirjeT min beelbek l-yoom bead D-Duh.ur. 10. nudrus seeTteen w-bedeen binRuuH naakul 11. niTmel dyulne ?ebil s-seeT e STeeRe 12. niTmel ?ehwe hal?eet w-bedeen gaay 13. nfettis Tele suyul li?ennu me fiig we?t 14. nxeLLiS S-Tuyul w-bedeen binRuuH Te 1-beet 15. nifRef ?eemte biddu yiji 16. nirtaaH weyy 17. niHki daaymen bi-l-T@eRebi 18. nuktub mektuub bi-l-TeRebi 19. niRef u Raaykum 20. nisher 1-leele sehre mniiHe 21. n?uul bniji s-seeTe sebTae 1-mese Drill 9. Completion 'Let's meet at half past five.' 1. 2. 3. 4. 5. 6. 7. 8. ?ene mit?ekkid ?innu . . . our teacher is free we will see you (m.s.) there he has never been to Jerusalem she speaks Arabic very well they stayed there for two years there were a lot of people she did not stay long there there is nothing here 'I am sure that . . .' 11. vegetables are cheap today 12. he is coming to take me 13. his family is large 14. they are going to meet us at the airport 15. they went to see the Barada River in the afternoon 16. the weather (atmosphere) is fine 185 9, sugar is expensiye. today 1Q, there is no salt in this, foQd 174 18. 1 q- 4 20. this lesson is important eyery student has a book. what you say is true this- is not true Drill 10. Choose the correct preposition 1. 1-?ustaaz (weRe, ?uddaam, teHt) $-Seff. 2. humme bitkellemu (min, te~t, meT) s-sikirteer. 3. ?ene bektub ?usmi daaymen (bie, fi, mim) l-STeRebi. 4. huwwe saafer Te beruut (bi, ?ile9, mmn) T-Teyy-aaRe. 5. hel?eet s-see~e £egeRe. Lindi guyul hel?eet. beguufek (bi, fi, bea'd) bukre. 6. l-MeT'?em mig weRe li-bnaaye. huwwe ('uddaam, teHt, Tele) 1-bnaaye. 7. 1-yoom me fiig TeyyaaRe lea -4aam. bukre me bisaafruug li?ennu Tiindhum suyul. laazim ysaafru (Tele, fi , ?ebil , be~d). bukre. 8. T-TuLLaab (Tind, teHt, fi) l-?ustaaz. 9. l-MeT~em mig foo? s-sineme. huwwe (min, ?ile, teHt) s-sineme. 10. huwwe RaaH le beruut min l-kweet. huwwe ?eje (la, mmn, Tel@) l-kweet. E. Conversations 1.?eHmed :meHmuud! meHmuud! tfeDDeL! me)Hmuud: meRlebe ye ?eHmed! ki ifek? ?eHmed: mig beTTaaL l-Hemdille. w-inte kiif Haalek? meHmuud: mniiH. ?eHmed: tfeDDeL steriiHl. gu bitHubb tigReb? meHmuud: weLLe begReb gaay. ?eHmed: ye gersoon! tecTaal! jiib waaHed gaay w-waaHed ?ehwe! meyy me~ek kemaan. 1-gersoon: HaaDiR. ?eHmed : kii'f l-Teele w-l-wlaad? N~aaLLe bxeer. meHmuud: weLLe kullne bxeer. w-ji11, 2. 1-gersoon: meHmuud: 1-gersoon: ?eHmegd 1- gersoon: meHmuud: 1 -gersoon: meHmuud: 1 -gersoon: ?eHmed meHmuud 1 -gersoon: ?ehlen we sehlen! tfeDDeLu! gu fii £indkum l-yoom? Tinne kull xii: jaaj, R uzz, kuuse, fe@SuuLye, 1 lim megwi , kubbe, weRe? Lineb. u bt6?umRu? ?ene biddi kubbe w-~weyyit weRe? Lineb. w-l-?ex gu bu?muR? fii semek TaaZe? weLLaahi s-semek xeLLeS. Teyyib jiib-li SeHin f@SuuLyo w-leHme w-Nweyyit Ruzz. jiib kemaan HunmnoS w-SeLeTe bi-THiine. IaaDiR. u biddkum tigRebu? ?ene biddi biiRe. jiib-]i ?ahwe ?oRabi bo?d l-?okil. bt6'?ruRu ii taani? 186 ?aI-mad I-gersoon; meHmuud ?eRmed : Tindkum fewaakih Teaze? fii Tinab w-tuffaaH w-beTTiTx w-burd?aan w-mooz. ji.b beTTix. ?ene ?TTiini Hebbit burd?aan. 3. naadye: b-?eddeeg kiilo 1-BenDooRe 1-yoom? maajid: b-xems ?ruug. naadyel: leeg xemse? fi kull meHell b-telt ?ruug. maajid: Teyyib Teaaanik b-?aRbea ?ruug. naadya: Tayyib ?eaTiini ?eRb@eT kiilo. maajid: btd'?umrf gii taani? naadye: biddi kemaan dezziinit beeD. ?ibrethum m min faDLak. maajid: HaaDiR ye sitti. eST 1-weled Te 1-beet 1 1 1 1 1 1 1 F. Review Drill 1. Questions based on Text 1. u £inwaan d-ders? 2. 9u ?usm 1-MaTram illi fii ?akil TaRabi? 3. ween haade 1-MeTem? fi ?eyy aariT? 4. miin RaayiH jemiil yaaxud Tale haade 1-MeTSem? 5. RaayHiin yinbiSTu hunaak? 6. 9u fii £indhum fi 1-MeTem? 7. fii Tindhum musiiqe w-Ra?S TeRebi? 8. 9u fii indhum ?ekil TeRabi? 9. ?i nte b itHubb 1 -?aki1 1 - TaRbi? 0. Tumrek ?ekelt ?ekil TaRebi? 1. biHubb yRuuH s@Tiid meThum? 2. ?eemte biddhum yruuHu? 3. bikuun seTiid faaDi yoom s-sebt s-seeTe sitte 1-mese? 4. ?eemte bikuun melyuul? 5. ween RaayHiin yit?aabelu? ?eemte? 6. RaayHiin yruuHu meT BeTD? Drill 2. Translation 1. Have you ever eaten in an Arab restaurant? 2. He is busy now; he will be free a little later. 3. Let's go have beer at this restaurant. 4. Does he live here or in the building in front of the embassy? 5. This isn't bad. I will try to eat it from now on. 6. It's spring now; all the people go out for a walk or go to parks; they have fun. 7. Have you ever listened to Arabic music and seen Arabic dancing? 8. There was nothing there. I came back home. 9. Pardon me! What time is it now? 0. Do you know that she has never had beer in her life. She always has water or milk. 1 187 11. First of all, you should finish your studies, then look for work. 12. I hope that you liked the country. Did you speak Arabic all the time? Did the people understand you? 13. If you see them, send them my regards. 14. He moved from here to the new building which is behind the bank. 15. Three days ago I went to a dancing party. I had fun there. Drill 3. Listening Comprehension (on tape) 1. ?ele ween RaaH juHe? 2. kaan juHe yi'Ref frensaawi? 3. 9u jaab 1-gersoon le juHe? 4. miin kaan yaakul jaaj mewi fi 1-MeTrem? 5. kaan juHe yHubb l-jaaj? 6. u ?aal 1-frensaawi le 1-gersoon lemme xeLLeS l-?ekil? 7. 9u Timil 1-gersoon? 8. 9u fekker juHe? 9. 9u ?aal juHe la 1-gersoon? 10. 9u jaab-lu 1-gersoon taani meRRe? 11. la miin RaaH juHe? 12. 9u ?al-lu? 13. 9u se?elu SaaHib I-MeTTem? 14. 9u jaaweb juHe? 15. TLele ween RaaH juHe beTdeen? 188 ders Ti~riin A. N-NeSS geRaaj ?ebu TuMeR nweled ?ebu LuMeR fi beruut. kaan yudrus fi 1-medrese hunaak, bass me kaang iniiH fi druusu. Tegaan heek terek 1-medrese w-RaaH To medrest 1-mikeniik le s-seyyaaRaat. 9teyal fi gaRaaj seyyaaRaat hunaak. kaan fii ?ilu Lenin fi ?emeerke. be~et waRaa Lerrmu w-jaabu Lindu. ?a~ed ind Lemmu Hawaali sitt ?e~huR. kaan ysaa~du fi ?e~yaalu. baTd- me t~ellem ingliizi, ?eddem TeLeb guyul le gerikit foord le s-seyyaaRaat. n?abal TeLebu w-tweZZef Lale TuuL, li?enhum kaanu miHtaajiin mikaanikiy- yiin. 9teye1 fi 9-girke te?riiben sabL sniin. tRe??e fiihe la weZiifit mikaaniiki mniiHe, w-kaan m@aaau mig BeTTaaL. weffeR 9weyyit MeSaaRi w-fateH geRaaj Zyiir la s-sayyaaRaat, w-SaaR yigtyi1 min ?alb w-Rebb. ba~d telt sfiifl twasseL guylu w-SaaR Lindu Raas maal kbiir. NeSeHu Lemmu ?innu yirjeL le l-blaad w-yitjewwez hunaak w-ysaa~id ?ehlu. simiL NaSiiHit Lemmu w-rijiL le beruut w-feteH geRaaj kbiir le s-seyyaaRaat. guylu SaaR mniiH ktiir, w-geyyel Lindu naas w-twesseL meHellu w-semmaa geRaaj ?ebu LueR. tjeawwez be~deen w-?ejaa weled semrfaa LuMeR. Lesson Twenty A. Tex t Abu Omar's Garage Abu Omar was born in Beirut. He was studying at school there, but he was not good at his studies. For this reason he left school and went to th AuoManicsJ-School.IHe worked -at anLauto -garage there. 189 He had an uncle in America. His uncle sent for him and brought him to where he was. He stayed with his uncle for about six months. He was assisting him in his work. After he had learned English, he submitted an application to Ford Motor Company. His application was accepted and he was employed right away because they were in need of mechanics. He worked for the company for about seven years. He was promoted to a good mechanic's position and his salary was not bad. He saved some money and opened a small garage and started to work as hard as he could. In three years his business expanded and he had a large capital. His uncle advised him to go to the old country and get married there and help his folks. He heeded his uncle's advice; he returned to Beirut and opened a large garage. His work turned out very well for he employed a lot of people and his business expanded and he called it "Abu Omar's Garage". He got married later, and had a boy whom he called Omar. B. Vocabulary Ti riin nweled / bfniwlid Teoaan heek terek / butruk 1-mikaaniik medresit 1l-mikaaniik kaan fii ?ilu beaet weRaa jaab / bijiib Hewaali (with numerals) saa~Ted / bisaaid guyul (?aiyaal) n?ebel / bini?bil tweZZef / bitweZZef Tale TuuL miHtaaj/ miHtaaj le mikaaniiki (-yyiin) te?riiban tRe??e / bitRe??ea weZiife (weZaayif) meTaag (m.) (-aat) weffeR / biweffiR MeSaaRi (f.) feteH / bifteH geRaaj (m.) (-aat) ZyiiR (ZeaaR) SaaR / biSiiR ?elb (?i?luub) Rebb min ?alb w-Rebb twesseT / bitwesseT maal (?emwaal) twenty to be born for this (reason); due to this, therefore to leave s.o. or s.th. mechanics school of mechanics he used to have; he had he sent after him, he sent for him to bring approximately to help, assist work to be accepted, approved to be employed right away needing, in need of a mechanic; mechanical about, approximately; almost to be promoted job; profession; postition salary; stipend to save (money, etc.) money to open garage small; little; young (person) to become; (with fol. indic.) to start heart lord; Lord very hard to become enlarged wealth; money 190 Raas maal NeSeH / biNSeH NeSiiHe (NeSaayiH) eyyel / bi~eyyil Additional Vocabulary mudiir (m.) (mudeRe) lisse teletiin ?erbTiin xemsiin sittiin sebTiin temaaniin tisTiin miteen mitil-me ?eLLe yisme? minnek min ?ebil capital (money) to advise advice, a piece of advice to employ, to put to work director, manager not yet (takes negative verb) thirty forty fifty sixty seventy eighty ninety two hundred as (conjunction) may God listen to you before now, before (adv.), previously C. Vocabulary Note /Hewaali/ and/te?riiben/both mean "aporoximately, about"; both precede the expression modified, but only /te?riiben/ may follow the expression. Hawaali TeeR wlaad te?riiben £e eR wlaad TeeR wlaad te?riiben) 'approximately ten children' /te?riiben/ may also mean "almost": "almost ten children". D. Grammar 1. /SaaR! 'to become' The verb /SaaR/biSiiR/ means basically 'to become'; in this meaning it is followed by a noun, adjective, prepositional phrase, etc.: SaaR mikaaniiki. SaaRu mnaaH. SiRt ?emeerkaani. ?udrus min ?elb w-Rebb w- guuf druusek kiif biTSiiR. 'He became a mechanic.' 'They became well.' 'You have become an American.' 'Study as hard as you can and see how your studies will be!' /SaaR / biSiiR/followed by a subjunctive verb means "to get to the point that" = "to begin to, start to" as in SaaR yi tyil mniiH. 'He began to work hard.' 191 b@Tdeen biTSiiR tifham. 'You'll begin to understand later.' 'to but the /SaaR / biSiiR/ has a special function with expressions like /Tind-/ have' and /fii/ 'there is, there are' that are verb-like in function not in form. /SaaR /biSiiR/ is used with these expressions to denote beginning of these states. Compare: Tindu seyyaaRe jdiide. kaan £indu seyyaaRe jdiide. SaaR Tindu seyyaaRe jdiide. fii ?ilu uyul. kaan fii ?ilu guyul. SaaR fii ?ilu uyul . bikuun fii ?ilu uyul . biSiiR fii ?ilu guyul . 'He has a new car.' 'He had a new car.' (past condition) 'He came to have a new car.' = 'He acquired a new car.' (an event). 'He has work.' 'He had work.' 'He got work.' 'He will have work. 'He will get work.' 2. Indefinite Relative Clauses In the previous lesson we took up relative clauses modifying definite nouns; in this lesson we have a relative clause modifiying an indefinie noun: ?ejaa waled semmaa uMleR. 'He had a son whom he named Omar.' The literal translation is "A son came to him he named him Omar." The relative clause construction here is thus the same as for definite nouns, except that the relative /?illi/ is not used. Since /?illi/ is not part of the relative clause itself, its removal does not affect the structure of the clause. Listen to your teacher read the following two sentences: (1) ?ejaa weled. semmaa TuMeR. (2) ?ejaa weled semmaa TuMeR. 'He had a son. He called him "Omar".' 'He had a son whom he named "Omar".' The difference between a sentence with an indefinite relative clause and two separate sentences is a matter of intonation and phrasing. In item (1) above, there is a complete break, symbolized by punctuation, which makes /semmaa TuMeR/ a separate sentence. In (2), however, there is no break or pause between /weled/ and /semmaa/ so that semmaa TuMeR/ becomes a relative clause modifying an indefinite noun. 3. Passive Verbs There are a few verbs in Arabic which are passive in meaning: we have had the following: nweled 'to be born' tweZZef 'to be given employment, be employed' 192 nebel 'to be accepted' tRa??e 'to be promoted' The ones beginning with /n-/ are "Form VII Verbs"; as a class they are either passive in meaning, as above, or, like /nBeSeT/ 'to have a good time', intransitive. The doubled verbs with initial /t-/, called "Form V Verbs", include some which are passive, as above. The corresponding active mean- ings are expressed by different verbs: n?ebel 'to be accepted ?ibil 'to accept' nweled 'to be born wildit 'she gave birth to' tweZZef 'to be employed' waZZef 'to employ' tRe??e 'to be promoted' Re??@ 'to promote' A particular feature of the Arabic passive construction is that the agent - the performer of the action - is not mentioned. If the agent should be mentioned, the corresponding active verb is used. Thus: n?ebel fi 9-girke. 'He was accepted into the company.' ?iblu l-mudiir fi 9-irke. 'He was accepted by the director into the company.' E. General Drills Drill 1. Conjugation huwwe nweled n?ebel tweZZef twesse~ tRe??e humme u u u u u hiyye et eat at at at ?inte t t t t t ?inti ti ti ti ti ti ?intu tu tu tu tu tu ?ane t t t t t ?iHne na _n n na _na Drill 2. Variable Substitution and Expansion Base sentence: huwwe nweled fi beetloHim. 'He was born in Bethlehem.' 1. hiyye 6. K-faam 11. humme 16. 20 sane 2. humme 7 ?intu 12. hiyye 17. ?ebu LuMeR 3. fi l-?uds 8. ?iHne 13. MaheR 18. jemiile 4. ?inte 9. beruut 14. ?iHne 19. 19 ?usbuu? 5. ?inti 10. ?ebil 18 sane 15. ?inti 20. ?intu 193 Drill 3. Transformation Base Sentence: 1. ?ene 2. ?inti 3. ?intu 4. ?inte 5. ?iHnea bead-me nbel tweZZef w-badeen tRe??e. 'After he was accepted, he was hired and later promoted.' 6. xeliil 7. humme 8. ?enea 9. suraad 10. faaTme 11. 12. 13. 14. 15. huwwe humme ?inti ?i n te ?iHne 16. 17. 18. 19. 20. ?ene ?intu George Fred salme Drill 4. Substitution Model: twesse? meHellu. 'His business expanded.' 1. 2. 3. 4. 5. geRaaju beetu 9-gaari 1-geRaaj 1-MeTeagm 6. 7. 8. 9. 10. MeTTemu li-bnaaye bnaaytu 1-medrese madrest u 11. 12. 13. 14. 15. l-kniise 1 -HeRem beetlHim l-?uds 1-jaami 16. 17. 18. 19. 20. 9-gaam 1-muntezeh N-Nehir 1-mustaefe markez t-tealiim Drill 5. Transformation Base sentence: SaaR yigtyil min ?elb w-Rebb. 1. 2. 3. 4. 5. humme hiyye huwwe TuMeR jami ile 6. 7. 8. 9. 10. ?inte ?inti ?ana ?ene ?iHnea T-Tul laab 11. ?intu 12. ?ana w-Fred 13. huwwe w-hiyye 14. 1-?esaatze 15. ?intu 16. 17. 18. 19. 20. Sue TabdeLLe humme ?ibnu ?ana Drill 6. Variable Substitution Base sentence: SaaR Tindu maeHell. 'He acquired a shop.' S1. 2. 3. 4. 5. MeRe Teele ?eyRaaD ktiire wlaad faakhe 6. 7. 8. 9. 10. humme ?a ?iHnea ?intu beet 11. 12. 13. 14. 15. guyul 16. kabaab ktiir MeTfem 17. semak maeruub 18. leHim beet kbiir 19. geRaaj kbiir ?ekil 20. meHell Drill 7. Double Substitution - Translation Model: baed-me xeLLes 1-medrese 9teayl mikaaniiki. 'After he had finished school, he worked as a mechanic.' 1. his application had been accepted----he got a position 194 2. he had worked seven years------------he saved some money 3. we (had) agreed to meet--------------we went home 4. he had gotten a job--------------he was very happy 5. we had lunch-------------------------we went to visit the Church of the Holy Sepulchre. 6. I had been there two and a half years-I knew everything 7. They had lived together for five years---they moved from there 8. They had received us at the airport--they took us to the place where they were living 9. He was sure that he was free---------he said be was busy 10. We had roast meat--------------------we had Arabic coffee Drill 8. Double Substitution - Translation. Model: ?ebil-me deres ?ekel. 'Before he studied he had eaten.' 1. He was promoted----------------------he had worked hard 2. I bought grapes and bread------------I had bought salt and tahina 3. I became proficient at speaking------I had lived in Beirut for five years Arabic 4. She lived on this street-------------she was living on that street 5. I obtained a job--------------------I was looking for a job 6. We visited Damascus-----------------we had visited Jerusalem at Chris- mas 7. He had many sons---------------------he had two girls 8. He studied engineering------------he was studying French 9. She obtained a job-------------------they had submitted an application 10. We got married-----------------------we were friends Drill 9. Free Composition Teacher asks students to compose sentences of the following patterns: min London la New York Hawaali temen seeTaat bi T-TeyyaaRe. Ask students to use /bi s-seyyaaRe/ 'by car' in place of /bi-T-TeyyaaRe/ 'by plane' and /te?riiben/ 'approximately' in place of /Hewaali/ 'about; approxi- mately'. F. Conversations 1. l-mudiir: kiif smiTt en l-woZiife? saami : weLLe min Sedii?. l-mudiir: ween nweledt? saami : fi l-?uds. l-mudiir: ween Iteyelt min ?ebil? saami : fi wizaarit l-kehRobe. l-mudiir: Ku kaanet weZiiftek? saami : kunt mhendis mikaaniiki. 195 I1-mu di ir: ?eddee kaan meaaek? saami : tis'ilin dii naar fi 94eheaR.,- 1 -mudiir: w-hal ?eet ween btigtyi 1. w.-?eddeel- meaaek? saami begtyi1l fi girke. ?ebil sene. tRe??eet le weZiifj't mudjir 1-mhendsiin. me'~aagi hel?eet miyye w-xamsiin diinaar. 1-mudiir: btiHki ngliizi kweyy's? saami :?eywe w- beHki fRensaawi kemaan. 1-mudiir: Teyyib kweyyis. bnib~et weRaak be~d ?usbuu? te?riiben. m?G s-salaame. saami ?eLLe ysellmek. 2. ?imm saami: kiif? N~aaLLe n?ebelt le 1-weZiife 1-jdiide. saami le? lisse. ?aabelt 1-mudiir w-kaan kull 9i mriiiH. se?el ni ween nweleadt, w-ween tweZZef t mi n?ebil1, w-?addeeg kaan me~aagi. kemaan se?elni gu weZiifti hel?eet w-?eddeeg me'Magi. ?im saami: jaawebtu kull gi? saami :?eywe jaawebtu. 2imm saami: w-be~deen gu ?el-lek? saami ?el-li bnib~et weRaak beTd Hewaali jumS~e. ?imm saami: NgaaLLe btini?bil w-btitweZZef Tindhum. 3. xeliil: me kaang haade meHell ?ebu saami? faaTme: ?eywe kaan, bess min ?ebil. xeliil: ween nte?el? faaTme: weLLe btKTRef ?ebu saami kaan yigtyil min ?elb w-Rebb. weffeR meSaaRi mniiH w-SaaR Tindu Raas maal mi beTTaaL. be'ideen nte?el w-feteH meHell jdiid. xeliil: ween meHellu 1-jdiid? faaTme: fi ?aaxir 9-gaariT. xeliil: gu seITmaa? faaTme: 1-?usum me tyeyyerg ktiir. min ?ebil kaan mitil-me btiTiRef "lmeHell ?Gbu saami". hel?eet SaaR "meHellaat ?ebu saami". ?eLLe ye@?Tiine mitil-me ?e'Jaa. xeliil: ?eLLe yismeT minnik. G.Revi ew 1. Transformation: positive negative 1 . 2. 3. 4. 5. 6. 7. 8. 9. 10. haade 1 -meHell illi guft fii Re?S TPeRbi. 1-geRaaj teHt 1-bnaaye. he 1-kelaam SeHiiH. bekuun FaaDi D--Duhur. be'?Ref 1eeg TeWaeL. befekkir ?innu fii suwwaaH ktiir fi 9-4aam. l--jeww kaan mniiH. RaaHu ysimmu 1--hewe. 1?iithum ?uddaam 1-bnaaye. SaaRli telet ?esaabiii' fi he 1 -baled. 196 11. nweled ?ebu TuMeR fi lubnaan. 12. kaan Tindu Raas maal kbiir. 13. SaaR yiftyil min ?elb w-Rebb. 14. weffeR wayyit MeSaaRi w-tjewwaz. 15. NeSeHu Taemmu ?innu yirje le l-blaad. 2. Transformation: singular -- p plural 1. Tumru me aaf ?ergiile. 2. xelliini ?eauufek be@deen. 3. biddhe tiltri ?eRaaD ktiire, xuSuuSen sijjaade w-?ergiile. 4. huwwe bifham ?eleyy lemme beHki TeRebi. 5. bi?uul ?innu RaayiH yiHki ?eRebi kull l-we?t. 6. T-Taalib illi beTrefu nte?el. 7. s-saayiH illi ?eje fi 1-Tiid SeDii?i. 8. haade a-geheR kaan Tewiil. 9. 1-bint illi RaaHet Tel-merkez Taalbe. 10. twesse? meHellu w- eyyel naas ktiir. 3. Translation 1. Have you (m.pl.) ever seen an Arabic film? 2. Have you (f.pl.) ever been to Jerusalem? 3. She went to al-Hamidiyye bazaar and bought bracelets, a brocaded blouse and a gold ring. 4. This is the man who had lunch with me. 5. This is the girl I spoke to yesterday. 6. This is the restaurant I told you about. 7. This is the restaurant where I ate. 8. I didn't buy anything except a dress for my wife. 9. He stayed here for about seven months. 10. I was promoted and saved some money. 11. My salary was not bad after I had been employed. 12. His father sent for him and gave him a piece of advice. 13. Her application was accepted after they had interviewed her. 14. He has made a large capital by the sweat of his brow. 4. Question - Answer (Basic Text) 1. 9u ?inwaan d-ders? 2. ween nweled ?ebu TuMeR? 3. kaan yruuH T e 1-medrese? kiif kaan fi druusu? 4. lees nte?el Te medrest l-mikaaniik? 5. 9u sewwe bed-me xeLLeS 1-medrese? 6. ween kaan l-geRaaj? 7. kaan fii ?ilu Hed fi ?emeerke? 8. Mu Limil Sammu? 9.?addeeK ?eed Lind Sennu? 10. Mu sewwe ?ebu ?uMeR beSd-me tSellem ingliizi? 197 11. n?ebal TeLebu? 12. lees tweZZef Tol~e TuuL? 13. ?akam sane ftaya1 fi 9-9i rke. 14. kaan yaaxud ma~aa kwayyis? 15. gu Timi1 badeen? 16. gu fataH? 17. ?eemte SaaR £indu Raas.niaal kbiir? 18. Miin NoSaHu ?innu yirjaT 19 1-blaad? 19. gu kamaan NaSeHu £enumu yi~nie1? 20. gu sawwO ?ebu LuMeR? 21. ween fetaH -I -gaRaaj? 22. kiif kaan guylu? 23. twassaS? maHallu? gu sammaa? 24. gu ?ajaa baS~d-rna tjawwaz? 198 ders waaHed w-Tiriin A. N-NeSS juHe w-?eMiiSu fi yoom min 1l-?eyyaam kaan juHe w-SaaHib ?ilu maalyiin fi T-TeRii?, Raaj~iin Le 1-beet. lemme SaaRu ?eriibiin min beet juHe, aafu ?eMiiS juHe TaayiR Ten Hebl1 l-yesiil. ?aal juHe: "L-Hamdille! 1-Hemdille! 1-Hamdille," lemme simu SaaHbu, trejjab ktiir w-?aal: "gu maalek ye juHe? ?inte mejnuun? leeg bit?uul 'l-Hemdille' w-?eMiiSek TaayiR fi 1-hewe?" DiHik juHe w-jaawebu: "mealuum laazim ?eakur ?eLLe w-?e?uul '1-Ham- dille'. 9u kaan SaaR fiyyi law kunt ?ene laabis 1-?eMiiS?'." Lesson Twenty-One A. Text Juha and His Shirt Once upon a time Juha and a friend of his were walking in the road, returning home. When they were close to Juha's house, they saw that Juha's shirt had blown off the clothes line. Juha said: "Praise be to God, praise be to God, praise be to God!" When his friend heard him he was very surprised and said: "What's the matter with you, Juha? Are you crazy?. Why do you say 'Praise be to God' while your shirt is flying around in the air?" Juha laughed and answered him: "Certainly, I ought to thank God and say, 'Praise be to God.' What would have happened to me if I had been wearing the shirt?!" 199 B. Vocabulary SaaHib (SHaab) maagi (maagyiin) TeRii? (f.) (TuRu?) Raaji? ?eriib (min) TaayiR Hebil, Hebl- (Hbaal) yesiil tTajjab / bitTejjab (min) gu maalek? mejnuun (majaaniin) DiHik / biDHek laazim (fol. by subjunctive) gaker / bugkur (Tele) SaaR / biSiiR fi- l aw laabis friend (act. part.) walking road, way (act. part.) returning near, close (to) (act. part.) flying; has flown rope washing; clothes for washing to be surprised, astonished (at) What's the matter with you? What has happened to you? crazy; insane to laugh must, have to, should, ought to, had better to thank s.o. (for) to happen to if, if it were that (act. part.) wearing; has put on, has on Additional Vocabulary mi n zemaan BeNTeLoon (m.) (-aat) jekeet (m.) (-aat) RebTe (-aat) jurbaan (m.) (jeraabiin) ?ewaaTi (pl.) Hed libis / bilbes ttafe? / bittfi? (fol. by mumkin baabuuj (bewaabiij) Taa?iyye BaaLTu (m.) muguT (mgaaT) riiHe koLooNye (f.) a long time ago pants; trousers jacket neck-tie sock clothes someone, somebody to put on; to wear subj.)to agree (to do something) perhaps; maybe; (foll. by subj.) can slipper hat, cap overcoat comb perfume cologne C. Grammar 1. /SaaHib ?ilu/ 'a friend of his' /?ilu/ followed by a noun means "he has", as in ?ilu SaaHib fi 9-9aam. 'He has a friend in Damascus.' gu fii ?ilek kutub? 'What do you have in books?' 200 When /?ilu/ follows immediately after an indefinite noun, however, it has the meaning "of his", etc., as in jiit me SaaHib ?ilek. 'I came with a friend of yours.' ?exedt ktaab ?ilek. 'I took a book of yours.' 2. /u maalhe uxthe?/ 'What's the matter with her sister?' The expression /gu maal-/ 'what's the matter...?' is typically used with pronouns, as 9u maalek? 'What's the matter with you?' (or "What's the matter?") It is also possible to use it with nouns, as in 9u maal ?uxthe? 'What's the matter with her sister?' The overwhelming tendency, however, when a noun is involved is to suffix on to /maal/ a pronoun agreeing with the noun, e.g. 9u maalhe ?uxthe? 'What's the matter with her sister?' The noun can be given special focus by putting it first in the sen- tence, in which case an agreeing pronoun must be suffixed to /maal/: w-?uxthe 9u maalhe? 'And her sister, what's the matter with her?' 'And what's the matter with her sister?' Drill 1. Repetition. 1. 9u maalek ye juHe? 8. 9u maalik ye ?immi? 2. 9u maalek ye mHemmed? 9. 9u maalu l-yoom? 3. 9u maalik ye suheyle, 10. 9u maalhe ?uxtek? 4. 9u maalik ye meryem? 11. 9u maalhum l-benaat 5. 9u maalkum ye wlaad? 12. 9u maalkum? 6. 9u maalhum l-benaat 13. 9u maalhe feriide? 7. 9u maalhum l-wlaad? 14. 9u maalu Henne? 3. Active Participle The word /RaajiT/ 'returning' is an active participle. In brief, a participle is an adjective with verbal force derived from a verb. More specifically, the special features of the Arabic active participle are as follows: a. Form. The active participle is an adjective derived from a verb and conforming to a particular pattern. Thus, /Raajit/ is derived from Form I verb /riji? / birje?/ 'to return' and fits the Form I pattern CaaCiC. Variations of this pattern are discussed below. 201 Since the participle is an adjective, it fonrms a feminine in /-e/ or /-e/ e.g., /RaayiH/, and a plural in /-iin/, e.g., /RaayHiin/. b. Meaning. The active participle has verbal force; that is, it may denote progressive action ("doing something"), e.g., ?ene RaayiH Tele l-maktebe. 'I'm going to the library.' kaanet RaayHe le Lind suhayle. 'She was going to Suhayla's.' The active participle may also have the meaning of completed action ("having done something"), e.g., ween ?exuuk? mig hoon. SaaRlu RaayiH min zemaan. 'Where's your brother?' 'He's not here.' 'He's been gone for a long time.' suufi! l-?ewaafi Taayriin Ten 1-Hebil. 'Look! The clothes have blown off the line!' In past time this comes out as past perfect, e.g., lemme wSilne kaanu Taayriin Ten l-Hebil. 'When we arrived they had blown off the rope.' The active participle with the definite article may mean "one who...", "he who. . .", "those who. . .", etc., e.g., R-RaayiH Tele s-suu? 'the one going to the market' R-RaayHiin Taele s-suu? 'those going to the market.' c. Uses. The active participle can be used like ordinary adjectives, e.g., Tuft tilmiiz RaayiH 'I saw a student going to the movies.' LTele s-sineme. hiyye 1-mTellme R-Raayhe 'She is the teacher (who is) going LTele blaadhe. to her country.' btiTRef l-?esaatze R-RaayHiin 'Do you know the professors going LTele l-musteafe? to the hospital?' It may also be used as a predicate, equivalent to the English progress- ive construction ("to be doing something"): mneen RaajiT? 'Where are you coming back from?' kunne Raaj~iin min s-suyul 'We were returning from work when lemme fufna ii kwayyis ktiir. we saw something very nice.' We have had the following active participles so far: 202 a. RaajiT laabis saakin HaaDiR laazim (Raajiae, (laabse, (saakne, (HaaDRa, RaajTiin) laabsiin) saakniin) HaaDRiin) 'returning; having returned' 'wearing, having put on = to have on' 'residing, living' 'ready; present' 'necessary; must (etc.)' 'going; (having) gone; going to go' 'flying; having flown' b. RaayiH (RaayHe, RaayHiin) TaayiR (TaayRe, TaayRiin) c. maagi naawi yaali faaDi MaaDi jaay (maagye, maagyiin) (naawye, naawyiin) (yaalye, yaalyiin) (faaDye, faaDyiin) (MaaDye, MaaDyiin) (jaaye, jaayiin) 'walking' 'intending, planning' 'expensive' 'free (not busy)' 'past' 'coming, (having) come' Note: /HaaDiR/ in the meaning of "At your service!" is invariable, being used in this form by both men and women. The participles /yaali/, /faaDi/ and /MaaDi/ are used as ordinary adjectives; technically they mean "having become expensive", etc. The basic participle pattern is CaaCiC which is the pattern for verbs with three consonants, exemplified by the verbs listed under (a.) above. Hollow verbs, illustrated by the verbs under (b.) above, take the pattern CaayiC where the second consonant is fixed as /y/. above) simply lack the third consonant: Defective verbs (group (c.) CaaCi Active participles of some other verbs that we have had are a. fihim simiT wiSiL HeSeL ?akal ?axad faahim 'having understood = to understand' saamiT 'hearing = to hear' waaSiL 'arriving; having arrived' HaaSiL Tele 'having acquired' maakil/?aakil 'having eaten' maaxid/?aaxid 'having taken' b. zaaR - zaayir gaaf - gaayif jaab - jaayib c. bi?i - baa?i 'visiting; having visited' 'seeing = to see; having seen' 'having; brought' 'remaining' Note the irregular forms /maaxid/ and /maakil/ which have /m-/ instead of the expected /?-/. 203 Active participles for verbs of Forms I - X are formed by prefixing /mi-/ (/m-/ before a single consonant) to the imperfect tense stem and setting the stem vowel at /i/. Note: The prefix for most Form IV verbs is /mu-/. Illustrations: Form Verb Active Participle II waffer / biwaffir fekker / bifekkir III saafer / bisaafir IV V VI VII (?ezTej / bizTij tjewwaz / bitjewwez t?aabel / bit?aabel (Participles of this used instead.) mwaffir 'having saved up' mfakkir 'thinking = to think' msaafir 'traveling; having traveled; going to travel' muztij 'bothersome') mitjewwiz 'married' mit?aabil 'having met each other' Form are rare; Form I Passive Participles are miHtaaj 'needing, in need of' VIII Htaaj /biHtaaj IX (This verb Form is rare in Levantine.) X steRaaH / bistriiH mistriiH 'resting' The following fit the Form I active participle pattern but are nouns taking broken plurals: CewaaCiC if the referent is not a human being, CuCCaaC if it is: CewaaCic jaamiT (jewaamiT) xaatim (xewaatim) 'mosque(s)' 'ring(s)' CuCCaaC TaaLib (TuLLaab) saakin (sukkaan) 'student(s)' 'inhabitant(s) 4. /law/ 'if it were that': condition contrary to fact The conditional particle /lew/ 'if' is used in contrary-to-fact con- ditions -- conditions which are not real or not possible, such as "If I were king", "if he were here" (but he isn't), "if they could see me now" (but they can't)., "if I were to go" (but I'm not going), etc. There are several ways of saying "if" in Arabic; for contrary-to-fact conditions such as those above, Arabic uses the particle /law/: 9u kaan SaaR fiyyi lew kunt ?ene laabis l-?eMiiS? 'What would have become of me if I had been wearing the shirt?' A peculiar feature of the conditional sentence of Arabic is that the verb in the conditional clause is in the perfect tense with present or past meaning, depending on the context. In the sentence above, the addition of /kaan/ to the perfect tense /SaaR/ gives the force of the English past perfect. Additional illustrations of contrary-to fact conditional sentences with /lew/: 9u kunt btiTmel lew kaan meiak MeSaaRi ktiir? 'What would you have done if you had had lots of money?' 204 law HeSeL Tle d-dektooRaa kaan me rijig Le blaadu. 'If he had obtained a doctorate, he would not have returned to his country.' law kunt hunaak, kaan 9tareet ?eyRaaD ktiire. 'If I had been there, I would have bought many things. D. General Drills Drill 2. Substitution - Translation Model: a) fi yoom min 1l-?ayyaam kaan juHa maagi fi T-Tarii?. 'One day Juha was walking down the road.' 1. Juha was wearing long pants. 2. Juha was returning home. 3. Juha was wearing a new suit. 4. Su'ad was walking in the road. 5. Juha's jacket was on the clothes line. 6. I was living in Jerusalem. 7. I was walking in front of the building. 8. The plane was flying over our house. 9. There were a lot of students behind the library. 10. My son was wearing new shoes and going to school. b) fi yoom min 1-?eyyaam juHa w-SaaHbu kaanu maalyiin fi T-Tarii?. 'One day, Juha and his friend were walking in the street.' 1. We were living together. 2. Juha's clothes were flying around in the air. 3. Juha and his friend were wearing new clothes. 4. My wife and I were going for a walk. 5. We agreed to meet in the restaurant which has Arabic food. 6. There were a lot of tourists in the Church of the Holy Sepulchre. 7. I submitted an application and it was accepted right away. 8. My salary was not bad; I saved a lot of money. 9. I was in need of some money because I wanted to buy a car. 10. He opened a small (auto) garage and employed a mechanic. Drill 3. Conjugation DiHik libis gakar tTajjab huwwe h umme hiyye ?inte ?inti ?intu ?ane ?iHna 205 Drill 4. Substitution Base sentence: huwwe: tTajjob w-DiHik lemme aaf l-?eMiiS TaayiR fi 1-hewe. 'He was surprised and laughed when he saw the shirt flying in the air.' 1. 2. 3. 4. 5. hiyye ?el i breahiim ?inti ?inte 6. ?intu 7. n-naas 8. ?iHne 9. ?ene 10. hude 11. 12. 13. 14. 15. juHe SaaHbu ?inti ?iHn e ?ene 16. ?inte 17. ?intu 18. humme 19. hiyye 20. huwwe Drill 5. Variable Substitution Base sentence: huwwe: libis ?awe?ii. 'He put on his clothes.' 1. 2. 3. 4. 5. BeNTeLooNu hiyye ?ene ?inte ?inti 6. jekeetik 7. huwwe 8. ?inte 9. SaaliH 10. b4diltu 11. Taa?iyye 12. ?ene 13. kunDeRti 14. ?inte 15. ?inti 16. baaLTu 17. fuSTaanik 18. benTeLoonik 19. muiTik 20. ?intu Drill 6. Transformation Base sentence: huwwe: aker ?eLLe. 'He thanked God.' 1. ?uMar 2. ?ebDeLLe 3. faaTme 4. Ruth 5. ?inte 6. ?inti 7. ?intu 8. ?inte 9. ?ene 10. ?iHne 11. 12. 13. 14. 15. 1-wlaad T-Tul l1aab 1-benaat ?eneo ?iHne 16. 1-MeRe 17. humme 18. ?exuuhe 19. ?inti 20. ?intu Drill 7. Variable Substitution Base sentence: huwwe: kaan Raaji? To 1-beet. 1. 2. 3. 4. 5. ?ene ?inti ?intu ?inte juHe 6. n-naas 7. Te 1-MTaaR 8. s-suwwaaH 9. T-TuLLaab 10. l-medrese 11. hiyye 12. ?iHne 13. ?ene 14. l-geRaaj 15. 9- uyul 16. ?intu 17. ?inti 18. l-muntezeh 19. ?iHne 20. ?inte Drill 8. Completion (Free response) 1. lemmP kaan RaajiT e 1-beet, .... 2. lemmP tweZZef fi 9-.irke , ... 3. lemme SaaR Tindu Raas maal kbiir, ... 4. lemme HeSeL ele weZiife, ... 5. lemme baeet weRaa Temmu, ... 6. lemme me kaang mniiH fi druusu, ... 7. leamme fakker yirje@ Te 1-blaad, ... 8. lemme aaf R-Re?S 1-feRebi,... 9. lenmp juHe aaf 1-?eMiiS TaayiR, ... 10. lemme SaaRLu fi he li-blaad xems sniin, 206 Drill 9. Transformation with cues Example: ?ane - huwwe ?ult-lu: u maalak? 'I said to him: "What is the matter with you?"' 1. 2. 3. 4. hiyye - ?inti ?iHne - ?intu ?ana - ?inte ?inte - huwwe 5. hiyye - 6. humme - 7. huwwe - 8. humme - huwwe 9. ?ena - humme humme 10. ?ana - ?inte hiyye 11. ?iHne - ?intu ?intu 12. ?iHne - humme Drill 10. Substitution Mode l: ?ana: u kaan SaaR fiyyij_? 1. ?inte 2. ?intu 3. ?inti 4. hunmmne 5. huwwe 6. ?iHna 7. ?ana 8. humme 9. hiyye 10. ?intu 'What would have happened to me?' 11. huwwe 12. ?inti 13. ?inte 14. ?iHna 15. ?ana Drill 11. Completion - Translation Base sentence: Tu kaan SaaR fiyyi law kunt laabis l-?eMiiS?' 'What would have happened to me if I had been wearing the shirt?' 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. if if if if if if if if if if had had had had had had had had had had been been been been been been been been been been walking in the street flying in the air wearing my new suit going home returning with them close to the clothes line living there an employee in that company busy all the time wearing my shirt and my tie E. Conversations 1. faaTme: ween RaayHe ye nuuRa? nuuRa : waLLa RaajTa min s-suu? w-Raayha ea 1-beet. w-?inti ween RaayHa? faaTme: Ta s-suu? kamaan. biddi ?atri ?ewaafi la wlaadi. nuuRa : waLLa kull vi yaali l-yoom. fii naas ktiir fi s-suu?. bukra btigtri ?awaafi. faaTme: bukra 1-madrase btiftaH w-l-wlaad me Lindhumg ?awaaTi mniiHe. biddi ?avtriilhum kanaadir w-?uMSaaN w-BaNTaLoonaat. nuuRa : Tayyib ?iza bitlaa?i ?igi kwayyis w-rxiiS ?ulii-li. 207 2. maajid kiif - uyul? NgaaLLe mniiH? ?ebu zuheer laa weLLe mi' kwayyis. maajid lees? ?ebu zuheer me bea?Ref befekkir ?efteH maTeM zyiiR. maajid weLLe fikre mniiHe ktiir. bass biddak Hed ysaardek. ?ebu zuheer btiHki MeZbuuT. fekkert ?ibni ysaafidni, bass mitil- me btifRaf ?ibni me fi fii xeer. befekkir ?ejiib Hed min 1l-blaad. 9u Raayak? (me fi fii xeer = he is no good) maajid weLLe SeHiiH'. fikre kwayyse. 3. saami: u naawi ti~mel S-Seef l-jaay ye ?uMaR? TuMeR: befakkir ?eruuH Te lubnaan. saami: u biddek tiTmel hunaak? TuMaR: RaayHiin ?ene w-meReti w-1-wlaad n~imm 1-hewe. saami: lubnaan mniiHe ktiir fi S-Seef, bass mi beruut. ?uMeR: MeZBuuT, l-jeww mi§ mniiH fi beruut fi S-Seef. RaayHiin nuT?ud fiihe te?riiban ?usbuuT. fii ?ili ?eSHaab hunaak laazim ?euufhum. saami: min zemaan me ufthum? TuMaR: weLLe min ?ebil Hawaali xems sniin. saami: NSaaLLe btinbiSTu hunaak'. TuMaR: ukRan ye saami. F. Review 1. Translation 1. What's the matter with you? Are you crazy? 2. What would have happened to you if you had been there? 3. For this reason, he left school. 4. Juha was walking with a friend of his in the street. 5. Certainly. I ought to thank God. 6. He saved some money and opened a garage right away. 7. The drink which was in the restaurant was not very good. 8. The girl I spoke with yesterday was very pretty. 9. Let's meet at lunch time. I am not free now. 10. He employed about thirty mechanics in the auto garage. 11. She went to the market. She didn't buy anything except a gold ring. 12. There are a lot of tourists in Jerusalem, especially during the holidays. 13. Next time, I should take my family to the park. 14. I am always busy, especially in the morning. I need someone to help me. 15. If you are free now, let's go for a walk together. 16. I have never eaten chickpeas and Arabic bread. 2. Question - Answer 1. 2. 3. b?eaddee teareet he 1-kunDRea? NsaaLLe ?indak waZiife mniiHa? su suylak w-?eddeev meaaKak? 208 4. ?eemto xeLLeSt d-dd'ktoRaa? 5. lees ~terekt ?ehlak w- sekent la waHdek? 6. miin be~et waRaak w-jaabek hoon? 7. ?inti mit?ekkde 2innu cjaegaan heek terek 1-waZiife? 8. biddek tifteH meHell. STindek Raas maal? 9. ?jbnek nweled hoon? huwwe ?emeerkaani? 10. miin bisaa~dek fi ?esyaalek? 11. 'Tindak koLooNye? gu ?dsumhe? 12. mumkin tVul-li min ween ftereet he 1-BaaLTu? 209 ders tneen w-Tigriin A. N-NeSS beydaad w-dijle 1. Allen STumRak ruHt Ta beydaad ye £ednaan? 2. Tednaan: ?eywe. sekent hunaak ?eRbeST sniin. 3. Allen u kunt ti~mel? 4. £ednaan: kunt ?egtyil meT l-Hukuume. 5. Allen - ?ul-li: miin ?ekBeR beydaad welle 9-gaam? 6. £ednaan: TebS~en beydaad, laakin 9-gaam ?eHsen. 7. Allen: leeg ?eHsen? 8. Tednaan: li?ennu l-jeww fiihe ?eLTef min beydaad, w-kernaan MenaaZiRhe ?ejmel biktiir. 9. Allen 7ees' ?eHsen svi ?&Pjebek fi beydaad? 10. £ednaan: mediinit l-?eV~aab w-l-rnesaajid w- aariT ?ebu nuwaas. 11. Allen ?eSTjebek l-?ekil 1~I-iRaaqi? 12. £ednaan: misv BeTTaal. ?ezke svi ?ekeltu hunaak s-semek l-magwi w-l-kubbe. 13. Allen su ?usmN-NehiR illi bimuRR fi beydaad? 14. Ta~dnaan: NehiR dijie. 15. Allen miin ?eTweL dijlia wille n-niil? 16. Tednaan: Teb~en n-niil ?eTweL biktiir min dijie. be?der ?e?uul ?innu n-niil ?eTweL NehiR fi 1-STaalem. 17. Allen NsaaLLe me ?eziTejtek ktiir b-he 1-?es?ile. 18. £ednaan: la? ?ebeden. ?is?el kemaan ?ize bitHubb 210 Lesson Twenty-Two A. Text Baghdad and the Tigris 1. Allen: 2. Adnan: 3. Allen: 4. Adnan: 5. Allen: 6. Adnan: 7. Allen: 8. Adnan: 9. Allen: 10. Adnan: 11. Allen: 12. Adnan: 13. Allen: 14. Adnan: 15. Allen: 16. Adnan: 17. Allen: 18. Adnan: 19. Allen: Have you ever been to Baghdad, Adnan? Yes. I lived there for four years. What were you doing? I was working for the government. Tell me: Which is bigger, Baghdad or Damascus? Baghdad, of course; but Damascus is better. Why better? Because the weather there is better than in Baghdad. Also the sights there are much more beautiful. What did you like best in Baghdad? Fun City, the mosques, and Abu Nuwas Street. Did you like Iraqi food? It's not bad. The most delicious thing I ate over there was baked fish and kubbe. What's the name of the river that passes through Baghdad? The Tigris River. Which is longer, the Tigris or the Nile? Certainly, the Nile is much longer than the Tigris. I can say that the Nile is the longest river in the world. I hope I haven't bothered you too much with my questions. Not at all. Ask some more if you like. I don't have any more questions. Thanks a lot. B. Vocabulary dijle (f.) Hukuume (-aat) ?ekBeR (elative) TeBT@en (elative) ?eHsen (elat. of kwyyis, mniiH) ?eLTef (elat. of LeTiif) ?eLTef mi n MeNZeR (MaNaaZiR) ?ejmel (elat. of jemiil) madiine (mudun) LuTbe (?elaab) mesjid (mesaajid) ?ezke (elat. of zaaki) MRR / biMuRR fi ?eTweL min ?idir / bi?der (fol. by subj. clause) l-Taalem ?ezTej / bizTij the Tigris government bigger; biggest of course, certainly, naturally better; best milder; more gentle; mildest milder than view, sight; scene more (most) beautiful; more (most) handsome city; town game; fun; toy mosque more delicious; most delicious to pass through longer than; taller than to be able to, can (do something) the world to bother (s.o.) 211 Sle? ?abaden DeLL / biDeLL memnuun not at all to remain grateful Additional Vocabulary NDiif (NDaaf) wisix (-iin) ?eSiiR (?i?SaaR) ?ewi (?*wiyyiin) smiin (smaan) DTiif (Daaf) MeRiiD (MuReDa) suxun (suxniin) baarid (baardiin) DeRuuRi (DeRuuRiyyiin) zift (invariable) ?eriiHe / riiHe faaDi (faaDyiin) tel etmiyye ?erbeTimiyye ?elf (?aalaaf) ?elfeen telet ?aalaaf melyoon (melaayiin) melyooneen telet melaayiin waaHed muhimm (-iin) HaaRR clean dirty short; low strong; powerful fat weak; thin sick, ill hot; warm; running a temperature cold (not humans); cool necessary terrible, bad; lousy Jericho empty three hundred four hundred thousand two thousand three thousand million two million three million person; individual; someone important hot C. Grammar 1. Elatives a. Meanings /?akbeR/ is the elative form of /kbiir/; as an elative it has the following meanings and usages. Note that it is invariable in form, being used with nouns of any number or gender. (1) Comparative Meaning. When the elative form is indefinite it has comparative meaning; it occurs indefinitely as the predicate in a clause, with or without /min/ 'than', as in: miin ?eTweL? n-niil ?eTweL min dijle. 'Which one is longer?' 'The Nile is longer than the Tigris.' 212 l-wealed ?eZyeR welle l-bint? 'Is the boy younger, or the girl?' hiyye ?eZyeR minnu. 'She is younger than he is.' w-humme ?eZyeR minnek. 'And they are younger than you.' Notice that in the elative construction, /miin/ may be used for inanimate things, in which case it is translated by "which?" Tindu weled ?ekBeR. 'He has an older boy.' w-haadi bint ?eHal. 'And this is a prettier girl.' fii MeTam ?enDef? 'Is there a cleaner restaurant?' fii MeTaaTiM ?enDef biktiir. 'There are much cleaner restaurants.' (2) Superlative meaning. When the elative is definite it has superlative meaning; it is definite when it is the first member of a noun construct, as in: ?eHsen 9i 'the best thing' ?eTweL bint 'the tallest girl' ?eLTef naas 'the nicest people' Notice that this construction is definite without the presence of the definite article. b. Forms. The elative has a special form; it is of the pattern ?eCCGC wherein C stands for any consonant. Thus, the elative begins with /?a/ and has the vowel /e/ before the last consonant. This pattern is the regular pattern for adjectives that have three different consonants. Illus- trations: Adjective Elative: ?eCCaC kbiir 'big ?ekBeR 'bigger / biggest' jamiil 'handsome, pretty' ?ejmel 'handsomer/-est; prettier/ -iest' Tewiil 'long; tall' ?eTweL 'longer / longest; taller / tallest' ?eSiiR 'short' ?e?SeR 'shorter / shortest' wisix 'dirty' ?ewsex 'dirtier / dirtiest' ktiir 'much' ?ekteR 'more / most' suxun 'warm' ?esxen 'warmer / warmest' The adjectives /kweyyis/ 'good' and /mniiH/ 'good' have the elative /?eHsen/ 'better / best'. If the adjective has three consonants where the last two are identical, e.g. /jdiid/ 'new', or four consonants where the first is /m/ and the last two are identical, e.g. /majnuun/ 'crazy', the elative form is [?CC.C_ 213 where CC means a pair of identical consonants. When /m/ is the first of four consonants it is dropped in the elative. Ill ustrations: Adjective Elative: ?eCGCC jdiid Tziiz SeHiiH majnuun 'new' 'dear' 'correct' 'crazy' ?ejedd ?eiazz ?eSeHH ?ajann 'newer / newest' 'dearer / dearest' 'more / most correct' 'crazier / craziest' If the adjective /zaaki/ 'delicious' 'sweet' the pattern Adjective has only two consonants and ends in a vowel, e.g. or three consonants including a final /w/, e.g. /Hilu-Hilwe/ is IElative ?eCCe zaaki yaali ?ewi Hilu 'delicious' 'expensiVe' 'strong' 'sweet' ?ezke ?ayle ?e?we ?eHl a 'more / most delicious' 'more / most expensive' 'stronger / strongest' 'sweeter / sweetest' Finally, there are many adjectives, usually containing more than three consonants, which have no elative form. For them, comparative or superlative meaning can be indicated by putting /?ekteR/ after the adjective, e.g. meyuul ?ekteR huwwe mesyuul ?ektor minnek. haade t-tilmiiz l-me~syuul ?ekter waaHed fi-S-Saeff. 'busier' 'He is busier than you are.' 'This is the busiest student in the class.' Some adjectives may sometimes take an elative pattern and at other times be used with /?ektaR/, depending on the construction, as noted below: (a) with /min/ 'than' the elative form is used: huwwe ?efDe minnak. haade l-ktaab ?ahemm. min hedaak. kelaami ?eZbeT min kelaamak. 'He's freer than you are.' 'This book is more important than that one.' 'What I say is more correct than what you say.' (b) As the first member of a genitive construct ("idafa") the elative form is used: huwwe ?efDe waaHed. haada ?eheamm ktaab. haade ?eZbeT kelaam. 'He's the freest one.' 'This is the most important book.' 'That is the most correct statement. 214 (c) If no modified noun immediately follows it, the adjective is used with /?ekteR/: hiyye faaDye ?ekteR. kelaami MeZbuuT ?ekteR. 'She is freer.' 'What I say is more correct.' The elative patterns ?eCCeC, ?eCeCC, and ?eCCe are quite regular and predictable. In future lessons any adjective that does not predictably form its elative will have its elative form given in parenthesis. Drill 1. Repetition a. kbiir --- ?ekbeR kweyyis --- ?eHsen mniiH --- ?eHsen LeTiif --- ?eLTef jamiil --- ?ejmel TewiiL --- ?eTWeL nDiif --- ?enDef b. jdiid --- ?ejedd Teziiz --- ?eTezz wisix --- ?ewsex ?eSiiR --- ?e?SeR DTiif --- ?eDef meRiiD --- ?emReD baarid --- ?ebred RxiiS --- ?eRxeS zift --- ?ezfet SeHiiH --- ?eSeHH HaaRR--- ?eHeRR mejnuun --- ?ejenn ?ediim --- ?e?dem ktiir --- ?ekteR ?eriib --- ?e?Reb bTiid --- ?ebTed suxuun --- ?esxen ZyiiR --- ?eZyeR MeZbuuT --- ?eZbeT muhimm --- ?ehemm c. zaaki --- ?ezke HiLu--- yaali --- ?eyle ?ewi --- faaDi --- ?efDe d. memnuun --- memnuun ?ekteR miHtaaj --- miHtaaj ?ekteR mit?ekkid --- mit?ekkid ?ekteR meBSuuT --- meBSuuT ?ekteR vv mesyuul --- mesyuul ?ekteR D. General Drills Drill 2. Question - Answer ?eHle ?e?we DeRuuRi --- DeRuuRi ?ekteR MeZbuuT--- MeZbuuT ?ekteR TaaZe --- TaaZe a?ekteR muhimm --- muhimm ?ekteR (less common) (less common) E.: T: ?inte ST: u kunt tiTmel? T-i study S2: kunt ?edrus., 'What were you doing?' 'I was studying.' 1. 2. 3. ?inti ?inte ?intu walk laugh work 6. 7. 8. 9. 10. ?iHne - drink hiyye humme write talk 11. 12. 13. 14. 15. ?inti humme huwwe ?iHne hiyye go for a walk buy things visit the mosque look for work finish her work 4. huwwe - study 5. humme - eat ?inte - wear a shirt ?intu- make coffee Drill 3. Transformation: masculine -->feminine 1. huwwe memnuun 2. feriid ?aSiiR 3. ?ene mit?ekkid 215 4. 5. 6. 7. 8. ?ibni kbiir. haade kwayyis. 1-weled meRiiD. ?inte TewiiL. huwwe jamiil. 9. lo. 10. 11. 12. 13. haade 1-wealed Driif. 1-mTallim meoguul. s-saayiH MebSuuT. haade wisix. haade DeRuuRi. 14. 15. 16. 17. 18. huwwe mejnuun. haade ?ariib. huwwe bTiid. ?ene faaDi. Regiid ?ewi. Drill 4. Combination Ex.: haade weled + 1-weled kbiir --4 haade 1-weled kbiir. 'This is a boy.' + 'The boy is old.' ---> 'This boy is old.' 1. 2. 3. 4. 5. 6. 7. 8. haada haade haadi haade haadi haade haadea haadi Te?S. T-Te?S baarid. beet. 1-beet nDiif. kunDeRe. 1-kunDeRe wisxe. yesiil. l-yesiil nDiif. bedle. 1-bedle Yaalye. jekeet. 1-jekeet ?ediim. kalaam. l-kelaam SeHiiH. bnaaye. l-bnaaye kbiire. 9. haade geRaaj. l-geRaaj jdiid. 10. haadi ?ehwel-?ehwe suxne. 11. haade dars. d-ders DeRuuRi. 12. haade aay. S-Saay baarid. 13. haadi bint. 1-bint meRiiDe. 14. haadi ManaaZiR. l-MenaaZiR Hilwe. 15. haade yoom. 1-yoom zift. 16. haade ?ekil. l-?ekil kwayyis. Drill 5. Question - Answer Ex.: T: haade 1-waled kbiir? 'Is this Si: la?, mis kbiir. huwwe ZYiiR. boy old?' 'No, he is not old. He is young.' 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. haade haade haadi haade haade haadi haade haade haade haade - aari? TewiiL? l-me ruub Tayyib? 1-MeRe kbiire? 1-MeTTeM ?ediim? 1-beet nDiif? 1-kubbe baarde? d-deheb RxiiS? l-mikaaniiki jdiid? 1-benk bTiid? 1-BaTTiix yaali? 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. haadea haade haadea haadi haade haade haadi haadi haadi haadi l-mustefe kbiir? l-?ustaaz megyuul? l-mooz ktiir? T-TeRii? ?eSiiRe? 1-yoom TewiiL? l-finjaan wisix? s-sefaaRe ?eriibe? l-mudiire faaDye? s-seyyaaRe ZyiiRe? 1-beled b~iide? Drill 6. Comparison - cued. Ex.: weled - bint - ZyiiR .-- 1-weled ?eZyeR min 1-bint. 'The boy is younger than the girl.' 1. MeTT@eM - geRaaj - mniiH 2. haade - haadi - muhimm 3. jeww 1-?uds - jaww beruut - LeTiif 4. haade 1-baled - hedaak 1-beled - jemiil 5. haade a-gaari? - hadaak '- aariT - TewiiL 6. huwwe - hiyye - mesyuul 216 7. haade s-su?aal - hadaak s-su?aal - muhimm 8. 1-kubbe - 1-HuMMoS - zaaki 9. 1--BenDooRe -- 1-xess - yaali 10. 1-bint - 1-weled - MbRiiD Drill 7. Transformation. Positive --4 Elative Ex.: haade 1-weled TewiiL-.----9 hadaak 1-weled ?eTweL min haade 1-weled. 'This boy is tall.' 'That boy is taller than this boy.' 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. haadi haade haade haade haade haade haade haadi haade haadi T-T@Rii? bTiide. 1-Hebil TewiiL. 1-yesiil NDiif. laabis ?ewaaTi jdiide. 1-weled majnuun. 1-geRaaj ZyiiR. 1-kelaam SeHiiH. 1-?ehwe suxne. - aay baarid. 1-bnaaye bTiide. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. haadi haadi haade haade haade haade haade haade haadi haade 1-MeSaaRi ktiire. 1-bint mamnuune. 1-beet faaDi. 1-?ustaaz meayuul. l-mudiir TewiiL. s-su?aal EbRuuRi. 1-burd?aan TaaZe. 1-mooz Hilu. 1-MbRe ?ewiyye. 1-?ekil zaaki. Drill 8. Transformation: Positive -- Comparative --. Superlative Repeat the sentences in Drill 6 above according to the following sequence: T: Sj: haade 1-weled TewiiL. haade 1-weled ?eTweL 'This boy is tall.' min hadaak 1-weled. 'This boy is taller than that boy.' 'This is the tallest boy.' S2: haade ?eTweL weled. Drill9. Question - Answer (cued) T: n-niil - dijle - TewiiL. Sl: miin ?eTweL n-niil wille dijle? 'Which is longer, the Nile or the Tigris?' S2: n-niil ?eTweL min dijla bi-ktiir. 'The Nile is much longer than the Tigris.' 1. beruut - London - ?eriib 2. Washington - Detroit - kbiir 3. s-saay - 1-?ehwe - kweyyis 4. lubnaan - beydaad - LeTiif 5. 1-?ingliizi - 1-TeRebi - muhimm 6. 1-weled - 1-bint - MebSuuT 7. 1-kabaab - 1-kubbe - zaaki 8. Ann Arbor - Tucson - ZyiiR 9. 1-kuuse - 1-feSuuLye - yaali 10. 1-jaamiT - 1-musteafe - ?eriib 11. DaaRkum - DaaRr - bT iid, 12. 1-benDooRe - 1-Tinab - RxiiS 13. 1-MeTaaR - 1-geRaaj - N.Diif 14. beethum - beetne - Hilu 15. 1-weled - 1-bint - ?ewi 16. 1-leHim - 1-xubiz - DeRuuRi 17. haade S-Saff - hadaak S-Saff - kwayyi s 18. haadi - hadiik - MbSuuT 19. 1-Amazon - 1-Mississippi - ?eSiiR 20. humme - ?intu - faaDi 217 Drill 10. Repetition- Conjugation huwwe M9RR h unne h i yye ?inte ?inti ?intu ___u ____t ___ee t __ee ti __ee tu __eet __eene DaeLL ___u ____t __ee t ?idir ?i dru ?i drat ?di rt ?a ZTe t ti tu t __eeti ?dirti __eetu ?dirtu __eet ?di rt ? iHna __eena ?dirna Dril 1111. Substitution Model1: m DeLLig Tiindi ?es?ile. 'I don't have any more questions.' 1 . 2. 3. 4. 5. su?aalaat ?ewaa'?i druus ?a~yaal %SaaRi 6. 7. 8. 9. 10. Raas maal uy ul TuLLaab rr~ruub SoLeTe biTHiine 11. 12. 13. 14. 15. j aa j se m k sukke r m li H ?ekilI 16. 17. 18. 19. 20. leHim mebwi Ruzz fewaaki h naa s ?ehwe TtRebiyye Drill 12. Transformation: Perfect --* imperfect 1 . 2. 3. 4. 5. 6. 7. 8. 9. 10. huwwe saker d-deaktoor. ?eneq jibtu ?indi. kaanu miHtaajii'n mikeni'ikj yyiiin. ?ekelu semek hunaak. kaan 1-meHell NDiif. kaan ysaacild STmmu. fekker yaaxud T-TuLLaab. tehe y~uuf Re?S TeRabi. kunt faaDi l-yoom? me-TewweL indhum. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. me-STiRfi Hed hunaak. humme fihmu Lelee lenri tkellem. humme ?aalu T-Te?S kaan baarid. huwwe ?egkel s-seeia TmT . ?ene ribt aay bai~d l-?ekl. kaam t1l- faSuuLy Rxi i Se. ?allu )olliinm nit~aabel l-yoom. ?iHrm cbrasne kull yoom Teebi. hiyye taye let fi s-se faa~a . ?@eodm cbrs Te~abi kull yoom. E. Conversations 1. saamye: su Raayek ye xeliil? miin ?eHsen l-?uds wille beruut? xeliil: befekkir l-?uds ?eHsen. saamye: leevs? xe i iI: v@LLe l-?uds ?eZyeR w-?en~bf, w-be~deen rrp-fi'ihaavs naas ktiir 218 mitil beruut. saamye: bess fi beruut n-naas biNBiSTu ?ekteR w-bisimmu 1-hewe ?ekteR. xeliil: NeZbuuT. ?ize indik MeSaaRi ktiir w-bitHubbi tsimmi 1-hewe ruuHi Toe beruut. 2. x aliil: Teyyib gu Raayik ?inti? miin ?eHsen 1-qaahiRe wille beydaad? saamye: TebTen l-qaahiRe ?ekbeR mediine fi l-blaad 1-TeRebiyye. fiihe Hewaali temen melaayiin waaHed. w-beTdeen fiihe NehR n-niil w-1-?ehRaam w-?aa~aar ?ediime ktiir. xeliil: 1-Heyaa fi l-qaahiRe ?eyle min beydaad? saamye: te?riiben mitil bTeeD. xeliil: w-kiif T-Te?S? saamye: kemaan mitil bTeeD, bes mumkin jeww 1-qaahiRe ykuun ?eLTef fi -gite. 3. ?imm yuusif: 'u maalak ye yuusif? yuusif MeRiiD ~weyye. ?imm yuusif: te@aal ?esuuf'. ?aa weLLe suxun kemaan. yuusif biddi ?esteriiH l-yoom. mis RaayiH ?e sV-~suYul. ?imnn yuusif: Teyyib ruuH Te d-dektooR. yuusif le?. me biddii' ?eruuH To'e d-dektooR. bess xelluuni ?esteriiH. ?imm yuusif: mumkin y?ul-lek 1-mudiir lees me jiiti Tal e E-uyul. yuusif be?ul-lu kunt MeRiiD. 1-mudiir mniiH ktiir meai. mefiisv ?eHsen min heek. F. Review 1. Translation 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. The most ancient city in the world is Jericho. He was able to see the bank manager today. I cannot drink the coffee because it is very hot. What would have happened to me if I had gone there? He was astonished and said, "He is a fool." She was wearing new shoes and walking down ("in") the street. He said, "Certainly. I should thank God". I had a brother in the United States. They came to help me in my work. It's about eight hours by plane from New York to London. It's about two hours from Tucson to Phoenix by car. This position is good. The salary is not bad. He saved some money by the sweat of his brow. Let's meet together in front of the building where I live. The man whom I talked to was a mechanic in the garage. The girl who came to see me was the director's secretary. 2. Question - Answer (Basic Text) 1. u inwaan d-ders? 219 2. Tadnaan TumRu zaaR beydaad? 3. ?ekem sane seken hunaak? 4. kaan yudrus fl' 1-medrese? 5. miin ?ekbeR beydaad wille sV-saam? 6.miin ?eHsan beydaad wille -gaani? 1eeg? 7. Te?S' miin ?eLTaf beydaad wille s-saam? 8. miin MenaaZiRha ?ajnw1 beydaad wille sv-saam? 9. ?i'nte £umRak suft baydaad? svu ?eHsen svi fiihe? 10. ?ekalt ?ekil clRaaqi? 11. kiif kaan 1-?ekil. 12. gu ?ezke 9i ?ekeltu? 13. fii NehiR bimuRR fi beydaad? 14. u ?usmu? 15. miin ?eDTweDL huwwe wille n-niil? 16. miin ?eTweL n-niil will@ 1-Mississippi? 17. miin ?eTweL 1-Mississippi will@ 1-Amazon? 18. miin ?eTweL NehiR fi 1-STaalem? 19. NgvaaLLe ?e'jobatkum he 1?as?ile? 220 ders telaate w-Tiiriin A. N-NeSS ?amOaal w-?eqwaal 1. ?ize kaan l-kalaam min feDD, s-skuut min dahab. 2. ?ize kaan ?ebuu kalb binbaH. 3. ?ize DeRebt wejjiT, w-?iza Ta@meet gabbiT. 4. ?iza ttafa? talaate Talea baled bixarrbuuha. 5. ?in Ibist ?ilbis Hariir, w-?in faalart Taair ?amiir. 6. ?in kunt n btiTRaf ?aSLu, fatti an filu. 7. ?in kunt been l-Tiwraan ?iTwir Teenak. 8. ?in kaan Habiibak min Tasal, laa tilHasu kullu. 9. law kaan fii xeer me Ramaa T-TeeR. 10. law SaBaRt Ia nilt. Lesson Twenty-Three A. Text Proverbs and Sayings 1. If speech is silver, silence is golden. 2. If his father is a dog, he will bark. (i.e. "Like father, like son.") 3. If you hit, hit hard; and if you feed, give in full. ("If it's worth doing, do it right.") 4. If three unite against a city, they will destroy it. ("United we stand, divided we fall.") 5. When you dress, dress in silk; when you crave company, accompany a prince. (Elegant appearance and good friends are both important.) 6. If you do not know his origin, search for his deeds. 7. If you are among the one-eyed, blind one eye. ("When in Rome do as the Romans do.") 8. If your friend (sweetheart) is made of honey, don't lick him all up at once. (Don't abuse friendships,) 9. If it had been of any use, the bird (of prey) would not have discarded it. (It's a worthless thing.) 221 10. If you had been patient, you would have gained (your objective). B. Vocabulary meeel (?emeaal) qewl (?eqwaal) feDDe skuut kelb (klaab) nebeH / binbeH DeReb / buDRub wejijeT / biwejjiT Te?Me / biTeTMi sebbe / bisebbiT xeRReb / bixerrib He rii r TaageR / biTaagir ?emiir (?uMeRe) fiTil (ffaal) ?eTweR (Tiwraan) TeweR / biSwir Hebiib (m.) (Hebaayib) leHes / bilHes buum (coll.) ReMe / birmi TeeR (TyuuR) SeBeR / buSBuR naal / binaal Additional Vocabulary ?ird (?ruud) ?imm (?immayaat) jeme l (jmaal) yezaal (yuzlaan) HSaan (HuSun, xeel) HmaaR (HemiiR) malik (mluuk) Re?iis (ru?ese) woziir (wuzeRe) ?eTr ( umyaan) sehhel / bisehhil ele ?eLLe ysehhil eleek proverb a saying silver silence, quiet (n.) dog to bark to hit, strike to cause pain; to hurt s.o. to feed (someone, something) to saturate someone with food, to feed someone until he is full to destroy silk to associate with someone, live together with someone prince deed; action one-eyed (person) to make someone one-eyed; to blind one eye sweetheart; very dear friend to lick, lick up owls to throw away; to discard bird to be patient to obtain, gain monkey; ape mother camel gazelle; deer horse donkey king president; director; leader mi n i ster blind (person) to facilitate (s.th.) for )s.o.) may God give you good luck C. Pronunciation: /0/ Literary Arabic has a consonant /0/ th as in the English word "think", 222 whereas most dialects of Arabic lack it. It is occasionally heard in the dialects, however, when a word is borrowed from Literary Arabic. An illustration of this is found in this lesson: meeel 'proverb' - ?cmeaal 'proverbs' Many speakers convert /9/ to /s/, so you will also hear /mesel/ 'pro- verb' and /?emsaal/ 'proverbs'. Another example is /?aaeaaR/ or /?aasaaR/ ruins'. D. Grammar 1. Conditional Sentences We have seen that /lew/ 'if it were that..., if' is used for contrary- to-fact or untrue or impossible conditions, e.g. lew kunt ?ene meHellek 'If I had been in your place u kaan Tmilt? what would I have done?' We have also seen two other conditional particles /?ize/ 'if; when' and /?in/ 'if', which are used for conditions which are possibly or po- tentially true, e.g. ?ize guftuuhe xelluuhe tiji ?ele Tuul. 'If you see her have her come right away.' ?ilbis Heriir, ?in kaan bti?der 'Wear silk, if you can. Of these two if's, /?ize/ is the more common one; it also is sometimes best translated by "when", depending on the context. The conditional sentences in the Text of this lesson are all proverbs; since proverbs are traditional formulas, they tend to preserve older features of the language. Notice, accordingly, the high frequency of /?in/; in day-to-day speech /?ize/ is probably more common. Another feature is the word /le/ in sentence number 10: /lew SaBRt le nilt./. In Literary Arabic this /l/ regularly introduces the result clause after a condition introduced by /1ew/; it isinot translated into English. In Palestinian Arabic this /le/ does not normally occur. Another feature of Literary Arabic conditional sentences is that nor- mally the verb in both the condition and the result clauses is in the per- fect tense. In Palestinian, on the other hand, the verb can be either perfect or imperfect indicative after /?ize/. Thus, ?ize uftu ?ize bitiuufu 'if you see him' ?in Euftu ?ize biddak ?ize kaan biddbk 'if you want' ?in kaan biddk 223 ?ize SeBeRt btiiTRef. ?ize btuSBuR btiTRef.J If you're patient, you'll find out. After /l1w/ the meaning varies with the tense. For past time, the perfect tense normally occurs in the /law/ -clause and /kaan/ plus the perfect or the imperfect indicative occurs in the result clause: low zurne ?iHne l-merkez u kaanu ?aalu? law derest druusek me kunti DeLLeet fi l-beet. law ?ejet hiyye su kunt bit?uul? 'If we had visited the center what would they have said?' 'If you had studied your lessons you wouldn't have stayed at home.' 'If she had come what would you have said?' If the result clause has a present tense verb the whole sentence has present time meaning: law kunt meHellek me be?eddim Teleb. 'If I were in your place I would not apply for it.' /1aw/ followed by an imperfect subjunctive (occasionally indicative) in the same clause means "if only", "would that...", as in law tiTRefi ?eddeeg beHubbik! 'If only you knew how much I love you'. 2. /haade huwwe l-kelb/ 'This is the dog.' Compare the following: a. b. c. haade kelb. haade l-kelb haade huwwe l-kelb 'This is a dog.' 'This dog' 'This is the dog. The demonstrative followed by a noun with the article (b. above) con- stitutes a noun phrase with that noun. This noun phrase can then serve as a unit as subject, object, etc.: haade l-kelb me binbeH . 'This dog doesn't bark.' If /haade/ is followed by an indefinite noun (a. above) you have an equational sentence--subject and predicate. This is because a predicate noun is typically indefinite. If you want a definite predicate after the demonstrative, as in c. above, a pronoun agreeing with the subject is inserted between /haade/ and the predicate to avoid confusion with noun phrases as in b. Compare: haadi bisse. haadi 1-bisse haadi hiyye 1-bisse lli ?exednaahe yoom s-sebt. 'This is a cat.' 'This cat' 'This is the cat that we took Saturday.' 224 This construction appears below in Drill 9. 3. /toob l-Heriir/ 'the silk dress' /toob Heriir/ 'a dress of silk', 'a silk dress' is a noun construct whose second noun is the substance of which the first noun is composed. Like any other noun construct the entire construct is indefinite if the second noun is indefinite: "a silk dress"; it is definite if the second noun is definite: toob l-Heriir 'the silk dress' xaatim dehab 'a ring of gold, or golden ring xaatim d-daheb 'the golden ring' ?esaawir feDDe 'silver bracelets' ?esaawir 1-feDDa 'the silver bracelets' E. General Drills Drill 1. Transformation: singular- > plural 1. huwwe RaayiH yiftri xaatim deheb. 2. ?ane RaayiH ?e@tri xaatim feDD9. 3. Tindu kelb ?ekBeR min kelbne. 4. hiyye DeRebet 1-bisse w-wejjeathe. 5. 1-waled Z-ZyiiR leHes kull l-Tasel. 6. RaaH yaakul semk fi aariT ?ebu nuwaas. 7. law kaan fii xeer me ReMaa T-TeeR. 8. SeBeRt w-nilt. 9. ?inte laazim tuvkur ?eLLe li?ennu Lindbk weZiife mniiH. 10. me DeLLi Sinne 'esel li?ennu 1-weled ?ekelu kullu. 11. kaan mTaasu mi BeTTaaL. Teleaan heek weffeR M SaaRi ktiir. 12. haade l-masjid ?ediim ktiir. 13. haade l-M3nZeR ?eHsen MbnZaR fi he 1-beled. 14. DeReb 1-waled w-TeweR Teenu. 15. 1-wealed SaaR ?eTweR. 16. ?inti bti?deri tsuufi l-Taalem fi ?usbuu? waal-bHd bass. 17. ?ene m-amnuun ktiir ?ilek. 18. indu mewfid mYT 1-?amiir. 19. kaan indi mpwid nP l-weziir mbaariH. 20. ?ezejt l-?ustaaz b-su?aali T-TewiiL. Drill 2. Variable Substitution Base Sentence: huwwe: aaf l-kelb. 'He saw the dog.' 1. ?iHne 4. l-HSaan 7. l-?emiir 10. l-weziir 2. l-klaab 5. humme 8. l-?uMaa 11. Nahir dijl1 3. 1-bisse 6. hiyye 9. l-mlik 12. bti?der 225 13. huwwe 14. ?intu 15. laazim 16. RaayiH 17. biddhe 18. l-jamel 19. laazim 20. 1-jmaal 21. ?uxti 22. 23. 24. T-TeeR r-re?iis r-ru?ese Drill 3. Conjugation - Repetition huwwe humme hiyye ?inte ?intu ?inti ?ane ?iHne Drill 4: Perfect ReMe ReMu ReMet ReMeet ReMeetu ReMeeti ReMeet ReMeene Variable Imperfect birmi birmu btirmi btirmi btirmu btirmi bermi bnirmi Substitution Perfect TeaMe TeTMu TeaTMet TeaTMeet TeTMeetu TaTMeeti TeTMeet TeaTMeene Imperfect biTeTMi biTeTMu biTTeTMi biTTeTMi biTTeTMu b i TTeatMi beTeTMi binTeTMi Base Sentence: huwwe: ReMe l-?eMiiS. 'He threw the shirt away.' 1. 2. 3. 4. 5. 6. 1 -jekeet 1-kunDeRe hiyye ?inte RaayiH humme 7. 8. 9. 10. 11. 12. ?iHne 1-badle 1-Hebil laazim birmi ?inti 13. 14. 15. 16. 17. 18. huwwe 1 -meruub hiyye gteRe ?inti ?ene 19. 20. 21. 22. 23. 24. 1-mektuub l-Heriir 9aaf laazim biddi negative Drill 5. Double Substitution - Translation Model: huwwe TeTMe l-kelb. 'He fed the dog.' 1. 2. 3. 4. 5. 6. 7. 8. 9. I - she we - you you you he - they he - cat - horse camel (f.s.) (m.s.) (pl.) - little - boy SJuha - bird - birds dogs girl 10. 11. 12. 13. 14. 15. 16. 17. 18. I - my son she - her sons we - our dogs you (pl.) - your cats you (m.s.) - your birds you (f.s.) - your horses he- his camels they - their friends he - his cats Drill 6. Substitution Model: ?ize buSbuR TuMeR binaal., 'If Omar is patient, he will he wants.' get what 1. 2. 3. 4. 5. baasim xediije lemiis Taadil laazim 6. 7. 8. 9. 10. ?intu ?inte ?enea huwwe ?iHne 11. 12. 13. 14. 15. huwwe ?inte w-?inti ?intu w-?inte ?ene w-hiyye hiyye 16. 17. 18. 19. 20. 1-?esaatze 1-bises ?iHne ?inti 1-wlaad 226 Drill 7. Transformation: perfect--o imperative (m. or f. singular) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. huwwe huwwe hiyye huwwe huwwe hiyye hiyye hiyye huwwe huwwe huwwe huwwe ?ene huwwe huwwe hiyye huwwe huwwe hiyye hiyye ! DeRab l-kelb w-l-bisse. STeMe l-jmaal w-l-HuSun. DeRabet l-kelb w-wejje?etu. xeRReb s-seyaaRe. TaageR mluuk w-TuMeRe. DeRebet 1-weled w-eweRetu. leHeset 1-Taesel kullu. SReMet benTeLoonu l-?ediim. meage meTi le 1-beet. rejeT la beruut min Taemmaan. aekeR ?eLLe li?ennu SaaR Tindu Raas maa simiT neSiiHit ammu. feteHt geRaaj w-geyyelt fii naas ktiir. RaaH yguuf l-?uds fi Tiid l-?eDHe. keteb ?usmu bi l-TeRebi. dereset hendese fi haadi 1-jaamTe. ?exed T-TuLLaab w-RaaHu yzuuru 1-HeRem. fette. Ten femel fi meHellaat ktiire. Heket bi l-TeRebi kull l-we?t. kemmelet d-dektoRaa fi jaamTet Arizona. 1 mniiH. Drill 8. Substitution - Translation with cues Ex.: T: camel S: haade jemel. 1. 2. 3. 4. 5. 6. dog dogs camel s owl pri nces king 7. 8. 9. 10. 11. 12. kings one-eyed sweet eye eyes cat 13. 14. 15. 16. 17. 18. cats horse horses bird birds beautiful view 19. 20. 21. 22. 23. 24. beautiful views new mosque new mosques long day long days short year 25. 26. 27. 28. 29. 30. 31. short years lousy month months mild weather clean place places dirty street 32. 33. 34. 35. 36. 37. 38. short road thin girl girls cold tea cheap tomatoes expensive suit young boy 39. 40. 41. 42. 43. 44. 45. important question questions lessons applications classes kings ministers Drill 9. Combination Ex.: haade kelb. 1-kalb nebeH -4 haade huwwe 1-kelb ?illi nebeH. 227 'This is a dog.' 'The dog barked.' 'This is the dog that barked. ' 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. haadi bint. 1-bint DeRebat 1-kelb. haade welad. 1-waled TaeMe 1-HSaan. haadi seyyaaRe. eli xeRReb s-seyyaaRe. haade fuSTaan Heriir. ?uxti libset fuSTaan 1-Hariir. haadi bnaaye. ?ene sakent fi-1-bnaaye. haade beet. 1-beet been 1-MeTSaM w-1-geRaaj. haade mikeniiki. 1-mikeniiki bigtyil min ?alb w-Rebb. haadi neers. ?ene Hakeet me n-neers ?abil ?usbuu . haade Nehir. N-Nehir bimuRR fi-baydaad. haadi safaaRa. SeDii?i bigtyil fi-s-sefaaRe. haade mudiir. 1-waziir baeet weRe 1-mudiir. haadi sikirteeRe. s-sikirteeRa tweZZefet fi-1mustefe ' 'e1 haadi weZiife. huwwe miHtaaj Ie 1-weZiife ktiir. haade SeDii?i. SaDii?i ?elli: "gu maalek. ?inte majnuun?" haada TeeR. ?ana uft T-TeeR TaayiR fi-1-hewa. haade dektooR. d-dektooR kaan indu mewrid meT 1-malik. haade SaaHbi. SaaHbi DiHik w-?aal: "meT1uum. hiyye laaz majnuune." a TuuL. im tkuun F. Conversations 1. SaaliH: btiTRef ?emeaal w-?eqwaal bi 1-eRabi ye Henry? Henry : weLLe beTRef wayy, mi9 ktiir. SaaliH: semmiTne! Henry : 1-?eTweR been 1-Tumyaan baage. (Tumyaan 'blind'; baage 'pasha') SaaliH: ?aa weLLe haade meel kweyyis. fii ?indkum 9i bi 1-?ingliizi mitil he 1-meel? Henry ?eywe. bin?uul: "In the country of the blind the one-eyed man is king." SaaliH: Tayyib. 9u btiTRef kemaan? Henry : ?ize kaan SaaHbak Hilu laa taaklu kullu. SaaliH: mniiH ktiir. yeTni mitil-me bit?uulu bi 1-?ingliizi "Don't use up your credit all at once." Henry : yeTni te?riiban, mig meZbuuT miyye fi 1-miyye. ("one hundred percent") 2. Henry : ye SaaliH! fii ?inne meeel bi 1-?ingliizi bi?uul: "Beauty is only in the eye of the beholder." fii Tindkum 9i mitil heek bi 1-TeRabi? SaaliH: waLLaahi mig Taarif. xelliini ?efakkir! mig Taarif. Henry : bin?uul kamaan: "A face only a mother could love." SaaliH: ?aa ?eywe. hal?eet Trift. bin?uul "1-?ird fi Teen ?immu yazaal." Henry yeni "In the eye of his mother, a monkey is a gazelle." MeZbuuT! Tabran! 3. xaalid: kiifik ye selme? NgaaLLe NBeSaTTi hoon? selma : le waLLe mig ktiir. biddi ?ant?il Tele New York. 228 xaalid: ?inti mejnuune. biddik tu'turki Washington w-truuHi Tale New York! New York f i ihe naas kti ir w-mi~ NDi ife w-T-Te?S f i ihe zift, xuSuuSen fi 9- ite. Washington fiihe menaaZiR Hilwe w-gewaari~he NDiife. be?der ?e?uul ?innu been 1-mudun 1-kbiire fi ?emeerke Washington ?eNDef mdiine. selme SeHiiH. bess me beSRefg Hed hoon. hunaak fii ?ili ?eSHaab ktiir, w-be~deen fii guyu1 ?ekteR fi-New York. xaalid: ?elle ysehhil STleeki. N~aaLLe btinbiSTi hunaak. xelliine ni smeS mi nni k. selme ?ene RaayHe ?ektub-lek Tale TuuL. xaaTRek. xaalid: me? s-selaamne. G. Review 1. kiif bit?uul bi l-TeRebi: Speech is silver; silence is golden? 2. kiif bit?uul bi l-?ingliizi: l-?ird fiITeen ?immu yezaal? 3. ?ize kaan T-Te?S kweyyis l-yoom, bitHubb tRuuH Le s-sineme? 4. miin ?ekBeR medfine fi 1-Taalem? 5. 9u ?eHle 9i fi he S-Seff? 6. miin ?eTweL: n-nii~l welle 1-Mississippi? 7. miin ?e?dem: riiHe wlle 9-9aam? 8. miin ?eHsen: MeNaaZiR San Francisco wlle Washington? 9. 9u maalik ye Linda? MeRiiDe? 10. 9u kaan SaaR fiik lew me ruHtig 9e dektooR? 229 dars ?aRba~a w-Ti~'riin A. N-NeSS 1-Hubb D-DaayiT 1. Hasan: SaBaaH 1-xeer ye Sarahl 2. Sarah: SaBaaH n-nuuR. 3. Hasan: ween RaayHa? 4. Sarah: RaayHe ?asHob MoSaaRi min 1-bank. 5. Has an : Lindik uyu1 1-yoom ba~d D-DuhuR? 6. Sarah: Lindi maw~id maL daktooR s-snaan s-see~a talaate, w-ba~deen FaaDye. 7. Hasan: ?ana biddi ?aRuuH 1-leele ?EatT@Ma fi 1-maT~aM 1-yuunaani 1-*iid ?i11i fataH ?a'bil ?usbuuL. 8. Sarah: ?aa waLLa, smi~t ?innu maTTaM NDiif w-fii ?akil zaaki. 9. Has an: bakuun masruuR ktiir ?iza btiiji maqi nit~qaga may Ba?4D, W- bagdeen binRuuH La 5-Siflamei. 10. Sarah: fii filim kwayyis 1-leele!? 11. Hasan: ?aywa. fii filim LaRabi ?usmu "1-Hubb D-DaayiT". 12. Sarah: kwayyis, baHuub ?aguuf ?aflaam LaRabiyye. 13. Hasan: ?izan baaji baaxdik mmi 1-beet s-see~a sitte w-NuSS. 14. Sarah: Tayyib. ?ana mamuune ktiir. 15. Hasan: xaaTRik! 16. Sarah: maL s-salaame. 17. Hasan: ?aLLa ysallmik. 230 Lesson Twenty-Four A. Text Lost Love 1. Hasan: Good morning, Sarah! 2. Sarah: Good morning! 3. Hasan: Where are you going? 4. Sarah: I am going to withdraw money from the bank. 5. Hasan: Do you have any work this afternoon? 6. Sarah: I have an appointment with the dentist at three and then I am free. 7. Hasan: I am going to have dinner tonight at the new Greek restaurant which opened a week ago. 8. Sarah: Oh, yes. I have heard it is a clean restaurant and it has delicious food. 9. Hasan: I would be very pleased if you would come with me to have dinner together, and after that we will go to the movies. 10. Sarah: Is there a good movie tonight? 11. Hasan: Yes. There is an Arabic film called "Lost Love". 12. Sarah: Oh, fine: I like seeing Arabic movies. 13. Hasan: Then I will come and pick you up at your home at six-thirty. 14. Sarah: Fine. Thank you very much. 15. Hasan: Goodbye'. 16. Sarah: Goodbye. 17. Hasan:-------- B. Vocabulary nuuR (?enwaaR) seHeb / bisHeb mewrid / miiTaad (mewaaTiid) sinn (snaan) dektooR snaan tSfage / bitTaee 1-yuunaan light; illumination to withdraw (e.g. money); to pull s.th. appointment tooth dentist to have the evening meal (supper, din- ner) Greece mesruuR filim (?eflaam) 1-Hubb DaayiT (act. part.) Additional Vocabulary pleased, happy film, movie 1 ove lost HeTT / biHuTT to put; to deposit (i.e. money in a bank) 231 mweZZef (-iin) waziir l-meTaarif weziir S-SiHHe waziir l-xaarjiyye wazi i r d-daaxl iyye weaziir 1-maaliyye rijjaal (rjaal) fTuuR ?efTeR / bifTeR DaaT/ biDiiT e e (M.) Tela xaaTRek Tael ae~aan xaaTRek TaTgaan (-iin) £TeSiiR ze Tlaan (-iin) tebaan (-iin) juTaan (-iin) gabaan (-iin) Te Raasi w-Teeni Turs (TRaas) Teriis (Tirsaan) TeRuus (LTeRaayis) employee minister of education minister of health minister of foreign affairs minister of internal affairs minister of finance man breakfast to have breakfast to get lost eveninq meal (dinner or supper) as you wish, it's up to you for your sake thirsty juice angry, mad tired hungry full, satiated (with food) with pleasure! at your service! (response wedding to a command or request) bridegroom bride C. General Drills Drill 1. Substitution - Translation Ex.: Sl: T : S2: ween RaayiH/ 'Where are you going?' withdraw money from the bank. RaayiH ?esHeb MeSaaRi min 1-bank. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. see the film "Lost Love" see the dentist have dinner in a Greek restaurant have lunch in the university restaurant feed the horse and the camel take the dog for a walk eat breakfast because I'm hungry drink because I'm thirsty rest because I'm tired rest because I'm full 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. rest because I'm sick put money in the bank put (out. food for the cat drink juice because I'm thirsty drink beer because I'm thirsty drink water because I'm thirsty put on my clothes put on my new expensive shirt see my sweetheart bring money from the bank 232 Drill 2. Substitution - Translation (with cues) Ex.: Sl: T : S2: meT miin £milt mewid? 'Who did you make an appointment with?' dentist £milt miTaad meT dektoor s-snaan. 'I made an appointment with the dentist.' S1. 2. 3. 4. 5. 6. 7. the the the the the the the employee minister of education foreign minister engineer minister of the interi 9. 10. 11. 12. 13. 14. 15. the the the the the the the men doctor prince man king president teacher or 17. the students 18. the mechanic 19. my friend (f.) 20. my friends (m.) 21. my sweetheart (m.) 22. my sweetheart (f.) 23. the company director 24. the bank manager minister of minister of finance health 8. the minister of foreign affairsl6. the teachers Drill 3. Variable Substitution and Expansion Base Sentence: huwwe tTago~e kabaab. 'He had kabob for supper.' 1. 2. 3. 4. 5. 6. Ruzz Tesel w-xubiz SleHim meawi hiyye jaaj ?en a 7. tyaddae 8. kubbe 9. kebaab 10. ?iHne 11. WeRe? Tineb 12. ?intu 13. semak 14. HummoS 15. ?inte 16. ?efTeR 17. ?inti 18. ?enea 19. jaaj 20. fi beetne 21. humme 22. maTaahum 23. tyadda 24. ?inti Drill 4. Question - Answer Ex.: T : SI: S2: waled d ween 1-walead? 1-wae1ed DaaT. 'a boy' 'Where is the boy?' 'The boy got lost.' S1. 2. 3. 4. 5. 6. 1-filim 1-flaam 1- ?i r 1-k aib l-klaab T-TeeR 7. 8. 9. 10. 11, 12. T-TyuuR 1-bisse 1-bises a 1-j amal 1 -jmaal 1 -HSaan 13. 14. 15. 16. 17. 18. 1 -HmaaR l-xeel 1-H amiir 1-biiRe 1-MaSaaRi 1-xaatim 19. 20. 21. 22. 23. 24. 1-kunD eRe 1-badle 1-j ekeet 1-B GNTeLoon 1-?eMiiS 1- Yasiil Drill 5. Conjugation Model: huwwe: sdab kull MaSeRii min 1l-bamk. 'He withdrew all his money from the bank.' 1. 2. 3. 4. 5. Sarah Tednaan ?iHne ?inti ?intu 6. ?ne a 11. 7. ?immi 12. 8. l-mudiirl3. 9. ?uxti 14. 10. ?iHne 15. ?ebuuy 1-?esaatze n-neers ?Temmu wlaadne 233 Drill 6. Transformation Model: T : Sl: HeTT MeSaaRi fi 1-bank. biHuTT MeSaaRi fi 1-bank. RaayiH yHuTT MaSaaRi fi 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. seHebt MeSaaRi. ?akelet 1-Tage. tSeNgeene hal?eet gribt Mayy? film l-Hubb D-Daayi ?eaTjabhum HTTeetu MeSaaRi? l-mhandis gaaf 1-bnaaye. ?ekel 1-fTuuR kribti 1-eSiiR? 1-kelb nebeH. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 'He put money in the bank.' 'He puts (is putting) money in the bank.' -bank. 'He is going to put money in the bank.' )bt 1-bisse. eR hoon. at s-seyyaaRe. Ine Ten l-weziir. un hoon been s-seeTe ;e w-sitte. lb leHas l-mayy. t 1-?ekil. I ma9yuul l-yoom. 'e?ne meT BaOD. )It ?es?ile ktiire. Drill 7. Completion (cued) Ex: smitL ?innu.............restaurant....new smiTt ?innu maTaeM jdiid. 'I've heard that it is a new restaurant.' 1. 2. 3. 4. 5. 6. dentist...good was angry was very happy was very grateful ring...silver silence...golden 7. 8. 9. 10. 11. 12. love...between them fed..dog...bread the Nile...longest...world Jerusalem...sights...beautiful this lesson...necessary this road...terrible Drill 8. Variable Substitution Base Sentence: ?ana mamnuun ktiir. 'I am very grateful.' 1. 2. 3. 4. huwwe humme masruuR ?iHna 5. hiyye 6. ?intu 7. mit~akkir 8. ?inte 9. 10. 11. 12. ?inti LaTiif TaTgaan ?ana 13. ?iHna 14. MaRiiD 15. ?intu 16. zalaan 17. 18. 19. 20. hiyye juTaan ta&baan hiyye Drill 9. Question - Answer (cued) Model: T : s Sl: sE S2: ?z 1. sallim Tala 2. " 3. " 4. " I 5. I allim Tale maHmuud'. 11 im Talee eLLa ysallmak. d-daktooR'. faaTme'. r-rjaal '. ?axuuk! ?abuuk! 10. 11. 12. 13. 14. 'Give my regards to Mahmud'.' 'Give my regards to him'.' lit. 'May God protect you.' sallmi Tale Teeltik! " " SaDii?ik! " " l-mudiir'. " " 1-mallme. " " l-?asaatze!' 234 6. sellim Tele Temmaek! 7. " " 1-Teele 8. " " 1-wlaad! 9. " " ?immak 15. 16. 17. 18. sel Imi I' "I "I tele I I' 'I kull 1-?eSHaab' aemmik! ?ehlik' jemii '. Drill 10. Question - Answer (with cues) Model: T : Sl: S2: nigReb - ?inte bitHubb nRuuH nigRab? Tele xaaTRek. 'we drink - you' 'Would you like to go for a drink?' 'It is up to you.' 1. 2. 3. 4. 5. 6. vv nitTesse nityedde nufTuR - nigReb - nigReb - naakul - - ?inte - humme ?inti ?intu hi yye huwwe 7. 8. 9. 10. 11. 12. naakul - ?inte nis?el - hiyye nis?el - ?inti nilbis - humme niftyil - ?intu nigtyil - ?inti 13. 14. 15. 16. 17. 18. 19. 20. nitMeRRen - ?inte nudrus - humme nitjewwaz - hiyye niHki - huwwe nitfaRRej - ?intu nzuur - humme nigtri - ?inte n~imm 1-hewe - hiyye Drill 11. Substitution Ex.: ?ene jiit Taeleaaan xaaTiRhe. 'I came for her sake.' S1. 2. 3. 4. 5. ?ene - ?inte ?ene - ?inti huwwe - ?enea huwwe - hiyye ?inti- huwwe 6. 7. 8. 9. 10. ?inti - ?iHne ?inte - ?iHne ?inte - hiyye ?intu - ?ene ?intu- humme 11. 12. 13. 14. 15. humme humme hiyye hi yye ?iHne ?ene hiyye ?ene ?i n te ?inti D. Conversations 1. William: Nancy : William: Nancy : William: Nancy : William: Nancy 2. nejiib: Leli nejiib: Teli nejiib: Teli ?eddeeg SeRlik hoon ye Nancy? te?riiben jumuTteen. NgaaLLe NBeSeTTi fi beruut? weLLe beruut Hilwe ktiir. yimkin ?eHlea beled fi l-blaad 1-TeRebiyye. ?umrik zurti l-qaahiRe? le? ?ebeden. DeRuuRi tguufi 1-qaahiRe. ?inti btiNBiSTi ktiir hunaak. ?ene smiTt ktiir Ten 1-?ehRaam w- 1-?eeaaR 1-?ediime w- Nehr n-niil, bass ma-kang Lindi we?t ?eruuH ?euuf meSiR. NgaaLLe bikuun Lindi we?t S-Seef 1-jaay. xeer NgaaLLe'. eTo ween RaayiH? Te 9-aam. RaayiH tu?Tud ktiir hunaak? le?. RaayiH ?eDeLL bes yoomeen. w-bedeen? biddi ?erjeaT e ?emeerke Ten Terii? beydaad. bekuun memnuun 235 ktiir lew teTi he 1-mektuub le SeDii?i George. min zemaan me uftuug. nejiib: btuTmuR. Te Raasi w-Teeni. 3. Hesen : 9u Raayik tiiji meaTi T e s-sineme l-?usbuuQ l-jaay ye Linda? Linda : fii filim kweyyis? he l-?usbuuT 1-flaam kullhe zift. §u fii l-?usbuuT l-jaay? Hesen fii filim ?usmu "leelt 1-furs." Linda ?aa weLLe. smiTt en haade l-filim min zemaan. Hesen bitHubbi nRuuH nguufu? Linda T ele xaaTRek. me fig Lindi maani. Hesen Teyyib. xelliine nit?aabel sind s-sineme yoom t-telaate-s-seeTe sitte. 9u Raayik? Linda mniiH. memnuune ktiir ye Hesen. E. Review 1. Translation 1. Yes, indeed'. Go and meet them at the airport. 2. The children are very hungry now. Thus they should go eat. 3. Would you (f.) like to go today? It is up to you. 4. I've done this for your sake (f.). 5. I have to go see a dentist. My teeth are not good. 6. If you are among the one-eyed, blind your eye. 7. Her eyes are very beautiful. 8. This is the shortest boy, but he is the strongest (one). 9. This is the most beautiful and the cleanest city I have ever seen. 10. He was walking in the street, returning home. 11. What's wrong with you? Are you crazy? 12. He was astonished when he saw the tall building. 13. She said, "Yes, certainly. I was there for two years." 14. What would have happened to them if they had been with us? 15. If speech is silver, silence is golden. 16. If he is patient he will be rewarded. 17. If it had been of any use, the bird would not have discarded it. 18. The cleanest and the most beautiful country in the world is Switzer- land. 19. I can say that the Nile and the Mississippi are the longest (two) rivers in the world. 20. This tea is colder than that tea. 2. Combination Ex.: 1. fii filim TeRebi. ?usm 1-filim "'l-Hubb D-DaayiT". 'There is an Arabic movie. The name of the movie is "Lost Love". = fii filim 5eRebi ?usmu "l-Hubb D-DaayiY". 'There is an Arabic movie whose name is "Lost Love".' 2. ?ene fuft bint. Syuun 1-bint Hilwe. 'I saw a girl. The girl's eyes are pretty.' 236 v -I sawaftgilhsyhesiare pety I saw a girl with pretty eyes.' 1. haadi irke*- Raas rnaal sv-9irke kbilr. 2. haade rijjaal. ?usm r-rijjaal baasim. 3. haadi MeRe. Lind 1-MeRe weledeen. 4. haadi bint. Tumr 1-tint Tigriin sane. 5. haadi jaam~e. fi l-jaamTe 30,000 Taalib. 6. haada ktaab. ?usm l-ktaab "l-Hubb D-DaaYiT". 7. fii mediine fi Michigan. ?usm l-madiine "Hell". 8. fii meTTeNLeRebi fi Detroit, fii ?ekil zaaki fi 1-meT~eM. 9. haadi ?ehwe. sukker l-?ehwe ktiir. 10. haadi ?ehwe. fi l-?ahwe sukker ktiir. 11. haadi balead. Te?S 1-baled mniiH ktiir fi S-Seef. 12. Lindi ktaab. ?usm l-ktaab "taariix 1-TaRab". 13. gufne filim TaRebi. ?usm 1-filim "benaat l-Hubb". 14. 9tereet ?eMiiS. si~r l-?eMiiS xemes duLaaRaat. 15. ?iHne sekenna fi bnaaye. fii xemsiin Teele fi l-bnaaye. 16. haadi beled. fi i uyul ktiir fi 1-baled. 17. haada ktaab. ftereet l-ktaab ?obil 99haR. 18. hedool benaat. guft l-benaat fi s-suu?. 19. haade ders. dares d-dars ?abil ?usbuuT. 20. haadi bisse. guft 1-bisse fi beet SaaHbi. 3. Quettions based on text 1 . ween RaayHE) Sarah? 2. Sarah faaDye wille mesyuule s-see~e talaate? 3. gu biddu yi~mal Hesan? 4. Hesen Lezem miin Ta 1-Te~e? 5. baTd 1-.La~e u biddu yi~mel Hesen? 7. ?inte LumRek uft haada 1-filim? 8. ?eemte biddhum yRuuHu ?@ s-sinomo? 9. LumRak guft flaam LeRebiyye? 10. bitHubb tguuf filim LaRabi? gu Lindhe? 237 ders xemse w-Titrin A. N-NeSS fi 1-BooSTe Raani t- taaj i r: Raa ni t-taaji r: Raani t-taajir rneRHebe' ?ehlen. mumkin tVuI-li ween 1-BooSTe? ?im~i duyri fi haade 9-9aarii' Hewaali teinenjin mitir, w-be'ideen duur Tale ?iidek 1-.yemiin. ?imgi duvri I@hSind Daww t-trafik, w-hunaak duur Tele ?iidek 9-9maa1. ?imgi Hewaali Tigriin mitir Hette tlaa?i bnaaye kbire Tele ?iidek 1-yemiin. haadi 1-bnaaye bitkuun morkaz 1 -buli is. 1-BooSTe bitkuun weRaahe bi-Z-ZebT. SeTb gweyy tindell Leleehe, mig heek? stenne 1swayy'. ?ene RaayiH hunaak be~d d?ii?e. ?ene mit?essif. yellebtek ktiir. le? ?ebeden. me fig yelebe. * Da ani 1 -mweZZef: Raani 1 -mweZZef: Raani 1 -mweZZef: biddi ?eb~et haade 1-mektuub le feRense. biddek iyyaa £aadi wille jewwi? jewwi nin feDLek. ?eddeeg biddu TewaabiT? £egr ?ruug. biddi ?ebT~t komaan haada T-TGRD. RuuH Te 9-gubbaak t-taani. Raani biddi ?ebTet haade T-TeRD le 1-kweet bi 1-ber'iid 1-Taadi bas msejjel . ?eddeeg bikellif? 238 1-mwaZZef-. talatiin ?irL Raani R mumkin t?ul-li beaTd ?akem yoom? 1-mweZZef: bed Hawaali ?usbuuT. Raani mitgekkir ktiir. xaaTrek! 1-mweZZef: mT s-selaame. Raani : ?eLLe ysellmek. A. Text Lesson Twenty-five At the Post Office Rani Merchant: Rani Merchant: Rani Merchant: Hello. Hello. ("Welcome"). Can you tell me where the Post Office is? Go straight on this street for about 80 meters and then turn right. Go straight to the traffic light and there turn left. Walk for about 20 meters until you find a big building on your right. This building will be the Police Station. The Post Office is exactly behind it. It's a bit difficult for you to find it, isn't it? Wait a little while. I am going there in a minute. I am sorry. I have bothered you a lot. Not at all. No bother. * Rani • Employee: Rani Employee: Rani Employee: I want to send this letter to France. Do you want it ordinary mail or air mail? Air mail, please. How much postage does it need? Ten piasters. I would also like to send this package. Go to the next window. * Rani : I would like to send this package to Kuwait by registered ordinary mail. How much will it cost? Employee: Thirty piasters. Rani : Could you please tell me in how many days it will get there? Employee: About one week. Rani : Thanks very much. Good-bye. Employee: Good-bye. 239 B. Vocabulary 1-BooSTe taajir (tujjaar) mega / bimli duyri mitir, mitr- (mtaaR) daar / biduur Tind le-Tind Deww (Dwaaw) trefik Deww t-trefik gmaal Tele l-yemiin buLiiS (s. and pl.) markaz 1-buLiiS bi-Z-ZeBT SaTib (Tele) (fol. by subjunctive) ndell / bindell Tele mig heek? stenne / bistennea d?ii?e (de?aayi?) mit?essi f yelleb / biyellib yelabe Taadi jewwi TaabiT (TewaabiT) TeRD (TRuuD) gubbaak (9ebaabiik) msajjel byaaxud mittakkir Additional Vocabulary beriid makteb bariid SeNDuu? (senaadii?) SeNDuu? beriid dexel / budxul ber?iyye (-aat) Taabi? (Tewaabi?) xefiif (xfaaf) t?iil (t?aal) lakk ,-aat) Hwaale (-aat) Hwaale maaliyye ?Gfwan teHt the post office merchant to walk straight ahead meter (distance) to turn (intransitive) (e.g., right, left) at (place) as far as (place) light (n.) traffic traffic light left on the right police; policeman the police station exactly, precisely difficult (for) (to do something) to be directed to; to be able to find, locate (a place) isn't it so? to wait, to wait for minute sorry to bother, cause s.o. trouble bother, annoyance ordinary, customary, usual, normal air, aerial, aero- stamp package, parcel window registered it will take; it takes (time) grateful = thank you! post, mail post office box mail box to enter telegram floor, story (of a building) light, not heavy heavy check draft money order you're welcome (in response to "thank you") (prep.) under, beneath; (adverb) down, downstairs 240 C. Grammar Negative Commands Commands are expressed by the imperative, for example /?imgi duyri/ 'Go straight ahead'. Negative commands are expressed by the subjunctive, negated by (me)...9 or (le).... Illustrations: me truH9 le weHdek. 'Don't go alone!' titkellemuug ingliizi fi-SSeff. 'Don't speak English in class.' le tis?eliig enhe. 'Don't ask about her.' le taaklushi ye ?ewlaad. 'Don't eat it, children!' D. General Drills Drill 1. Transformation: imperative ----- negative imperative 1. 2. 3. 4. 5. ?udrus fi l-mektebe. ?ibTetii msejjel. ?imli maThe. ?ismeu kelaami. ?ifteHli l-baab hel?eet. 6. 7. 8. 9. 10. tjewwez bint ?aeReb. saafir l-yoom. tTegu meaane. ?uskun leweHdak. HuTTi l-MeSaaRi fi 1-benk. Drill 2. Translation - Substitution Model: mumkin t?ul-li ween 1-BooSTe? 'Can you tell me where the Post Office is?' 1. 2. 3. 4. 5. the the the the the dentist restaurant engineer professor secretary 6. 7. 8. 9. 10. the the the the the road to Flint pol;ice station mosque University Hospital Jerusalem Cinema 11. 12. 13. 14. 15. the the the the the minister post office men water church Drill 3. Substitution Base Sentence: huwwe: meae l find Deww t-trefik. 'He walked to the traffic light.' 1. 2. 3. 4. 5. 6. ?inte ?inti Raani Laila ?iHne ?ene 7. 8. 9. 10. 11. 12. t-taaji r l-wlaad ?intu huwwe humme l-buLiiS 13. 14. 15. 16. 17. 18. ?iHne 1-benaat ?intu ?inti ?ene w-huwwe hiyye w-?inte Drill 4. Substitution Repeat Drill 3 above in the imperfect. Drill 5. Variable Substitution Base Sentence: duur Tele ?iidek l-yemiin'. 'Turn right'.' 241 1. 2. 3. 4. 5. 9- gmaa ?inti ?inte ?intu ?imiu 6. ?inti 7. ?intu 8. l-yemiin 9. negative 10. RuuH 11. 12. 13. 14. 15. ?inti ?intu negative 1-MeTTeM 1-BooSTe Drill 6. Completion Ex: SeTb tindell TIle makteb 1-mudiir. SeTb tRuuHi le weHdik Seib nsaafir bi T-TeyyaaRe Seb yuktub l Seb ?efhem Teleehum Seb ?eHkii-Ihum SeTb titjewwez SeTb ?elaa?i d-dektooR SeTb tzuuru l-?uds SeTb yiftyil Seab nireb SeTh ?elbis Drill 7. Translation - Substitution Model: mumkin t?ul-li baGd ?ekem yoom biwSeL? 'Can you tell me in how many days he will arrive?' 1. 2. 3. 4. 5. 6. 7. go to school work at the post office arrive there come here travel to England study walk 8. buy a suit 9. be in London 10. send a letter 11. be employed 12. his application be accepted 13. open a new office 14. get married 15. travel 16. be free 17. live with you 18. you (m.) travel 19. you (f.) finish your work 20. we travel Drill 8. Question - Answer Model: Sl: ?eddeeg btaaxud min (Detroit 19 Flint)? 'How long does it take from (Detroit to Flint)? S2: btaaxud Hawaali (seee) bi (s-seyyaaRe). 'It takes about (one hour) (by car.') Students supply names of cities and/or countries. Drill 9. Substitution Base Sentence: ?eTiini TewaabiT b-xems ?ruus min feDLak! 'Give me five piasters worth of stamps, please! 242 1. 2. 3. 4. 5. 3 piasters 2 piasters one piaster 10 piasters 11 piasters 6. 7. 8. 9. 10. 15 piasters 20 piasters 25 piasters one dollar two dollars 11. 12. 13. 14. 15. three dollars 2 1/2 dollars 5 dollars 1 1/2 piasters 4 1/2 piasters 16. 17. 18. 19. 20. 24 cents 8 cents 50 cents 1 1/2 piasters 1 1/2 dollars Drill 10. Transformation Change into the imperative: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. maga la Tind l-mustaefa. daar Talea ?iidu l-yamiin. stanna nuSS seeTa. ?axad SaDii?tu Ta s-sinama. 9tayal Lind Tammu. libis ?aMiiS jdiid. weffaR wayyit MaSaaRi. fataH -gubbaak. simiT kalaam ?abuu. sakan fi maHall ?ariib. saHab maSaaRi min 1-bank. me xaRRubg s-seyyaaRa. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. gaaf sanduu? l-bariid. libis Hariir w-LaagaR ?amiir. RaMa BaNTaLoonu l-?adiim. rijiT baed-ma xaLLaS -guyul. girib ?ahwe TaRabiyye hoon. RaaH yfuuf l-mudiir. baat bar?iyye. ?axad haada 1-ktaab RaaH ylim 1-hawe. ?akal li?annu kaan juTaan. gtaRe kunDaRa mniiHa. ?aja magi Ta 1-madrase. Drill 11. Transformation a. Change the above sentences b. Change the above sentences to the f.s. (imperative). to the plural (imperative). E. Conversations 1. zaki l-buLiiS zaki l-bULiiS zaki l-buLiiS mumkin t?ul-li ween maktab erkit "ARAMCO"? RaayiH maagi willa bi s-sayyaaRa? me Tindiig sayyaaRa. guuf' ?inte fi gaariT l-jaamTa hal?eet. ruuH duyri Hatta tiwSaLhadiik l-bnaaye l-kbiire. duur ?ale l-yemiin. ?imgi gwayy bitlaa?i bnaayteen. l-bnaaye ?illi al mrnaalek 1-BooSTa. ?udxul 1-bnaaye ?illi Tele 1-yemiin. makteb garkit "ARAMCO" bikuun Tala T-Taabi? s-saadis. mitakkir ktiir. 1-Tafu. ?9LLe maTak. 2. yuusif s-sikirteeRa: yuusif s-si ki rteeRe: yuusif s-sikirteeRa SaBaaH 1-xeer'. SabaaH n-nuuR' ween maktab l-bariid min faDLik? Tala T-Taabi? t-taalit mamnuun' ?ahla w-sahla. yuusif : SaBaaH l-xeer. 1-mviweZZef: SabaaH n-nuuR! u yuusif : weLLe biddi ?ebat btu?muR? Hawaale maaliyye ?o l-?uds. 243 1 -mweZZaf: yuusif 1 -mweZZef: yuusif 1 -mweZZef: yuusif 3. dawuud : l-kaatib dewuud : l-kaatib dowuud : 1-kaatib : dawuud : ?eddeeg biddek tibat? xames miyye w-sebTiin duuLaaR. Tayyib stenna wayy. mumkin ?@TTik gakk? me-fig maaniT. tfaDDaL. ween maktab T-TRuuD min feDLak? taHt. ?ene kunt taHt, bass ma ufti1 Tale ?ayy Taabi? kunt? Tale T-Taabi? t-taani. 1-booSTa Tala T-Taabi? t-taalit gukren. makaatiib hunaak. mig t-taani. * * * dawuud : 1 -mweZZef: dawuud : 1-mwaZZaf: dawuud : 1-mweZZef: dawuud : 1-mwaZZef: dawuud : biddi ?abTet he T-TaRD la qaTaR. jewwi willa bi 1-baeHaR? Taadi bi 1-beHeR bass msajjal. ?aTTiini-yyaa. haada t?iil ktiir' tneen ki bikellif diiNaaReen w-RubuT. tfaDDaL. ?eemte biwSeL. waLLe biTaiwil weyy. mumkin beTd ahReen w ?addeeg byaaxud bi-TTayyaaRa? Hawaali jumTe. biddak tibTetu bi-TTayyaaRa? le?. bikellif ktiir bi-TThyyaaRa. ilo w-NuSS. ille telaate. F. Review 1. Translation 1. He had a big dinner because he was hungry and thirsty. 2. She is very mad because she has not seen the film "Lost Love". 3. Speech is silver; silence is golden. (proverb) 4. I don't drink beer; I would like to have some orange juice. 5. The Minister of Foreign Affairs was between the Ministers of Health and Education. 6. He wants to rest for a while; therefore he must be tired. 7. I will be very glad and thankful to you if you take this letter to the post office. 8. If you had been patient, you would have gained.(proverb) 9. If you hit, hit hard; and if you feed, give in full. (proverb) 10. If your friend is made of honey, don't lick him all up. (proverb) 11. If you are among the one-eyed, blind your eye. (proverb) 12. The weather is hot today; it was cold yesterday. It was lousy a week ago, but I think it is going to be fine tomorrow. 13. The Nile is longer than the Tigris and maybe it is the longest river in the world. 14. Will you please tell me on which floor it is? 15. He went to Baghdad and was able to see mosques, ruins, and beautiful sights in one day. 244 16. This book is better than the other one. 17. This house is the biggest building in town, but it is dirty. 18. This man is strong; his brother is weak becuase he is sick. 19. The sights of Los Angeles are finer than the sights of Chicago; San Francisco has the finest sights. 20. This package is light, but that one is heavy; it will cost you a lot if you want to send it airmail. 2. Question - Answer 1. TumRek RuHt ie makteb 1-buLiiS? 2. fi ?eyy bank bitHuTT meSaariik? 3. kiif bit?uul bi 1-?ingliizi "1-Hubb ?eame"? 4. kiif 1-qaahiRe? fiihe meNaaZiR Hilwe? 5. haadi kunDeRe Hilwe. mneen ftereethie? 6. 9u maalek? be uufek zecTlaan? 7. miin ?eHsen: l-kelb wille 1-bisse? 8. be uuf s-seyyaaRe me-bti tyi 1 '. u maalhe? 9. ween tTegeet mbaariH? u ?ekelt? 10. ?inte w-?ehlek saakniin meT BATD? bitHubb tuskun le weHdek? 245 Levantine Arabic in Arabic Script Letter Pronunciation T aa (a (word final) ?aa b t 1 0 (Literary) s (Educated Co' H x h) d j z (Educated Co' Jr J z ()O S tZ in the word U6 D T 7 loq.) loq.) for "small' Exampl e J5I ?akb@R ejL.-. naas, masaak ' U~. mesa, deasne ?aaxir .Z.f bint ~ U '~z~z taft, taani Li- U Oaanewi, ?aaOaar , UT ~ meselean, ?aasaar yLa~ jewaab )J. Hilu da 0.1 Xamse yAJ Wj J ders, deheb J , RaaH LSD&. zaaki S sinn gmaal Seff Zyiir DeReb TaaLib ZaNN cTeZiim LfJLU yaali ~o U faaDi ~,LU villa 'villa' j J ?aal T'qr~a (J, y If (in foreign words) (Literary) (in foreign words) 246 1 J Sm M 0 n N d h u (= suffixed pronoun after a consonant) -- (= suffixed pronoun after a vowel) S w uu u (word final) oo &s y ii i (word final) ee ey (Literary) -e/-e (feminine marker) 4 "Y JU.16. L:j.A LS2Y WOW,1 laazim mi bGTTaaL miin Meyy naal NeSS haade guftu 'I saw him' ?irmii 'throw it away' ween zuuR bit?uulu hoon yudrus, aay miin guufi beet suheyle layle kbiire, mniiHe Notes 1. Arabic is written for those who know Arabic. It is therefore not necessary to write the short vowels or indicate double consonants, since the word-skeleton formed by the consonants and long vowels is adequate to help you identify the word in its context. To take an example out of context, . can be read either /Tirif/ 'he came to know' or /TeRRef/ 'he intro- duced (someone)'. An actual context would make it clear which word was intended by the author of the passage. When necessary, however, short vowels can be written, using the /Herekaat/, which are vowel points placed over or below a consonant letter. There are three /Herekaat/: /fetHe/ /e/, written over the letter, e.g. /deres/ 'he studied'; /demme/ /u/, also written over a consonant letter, e.g. .. /kutub/ 'books'; and /kesRe/ /i/, written under the letter, as in - /min/ 'from'. 1.,.01 247 Doubling of consonants is indicated by placing the sign /gedde/ over W a consonant letter; compare .J /dares/ 'he studied' and ,.j /derres/ 'he taught'. It is also possible to indicate the absence of any vowel by placing the 0 sign /skuun/ over a consonant letter, as in .. /ktiir/ 'much'. 2. Literary, Educated Colloquial and foreign words are few in number, but they do tend to be high-frequency items. They tend to be technical and learned vocabulary items. 248 interview peace be upon you and peace be upon you; sit down your experience born business adminis- tration bachelor's degreE baccalaureate tourism now; looking for m?aabele m'i -mudiir xeli i1 s-selaamu Leleekum,. 1-mudiir: we Leleekum s-selaam. tfeDDeL u?Tud ye seyyid xeliil. rnurkin teTTiine fikre Tan taariix Heyaatek w-xlbi rtek? xeliil btu?muR. ?ene ?eSLi suuri,.mewluud fi 9-gaam. derest fi medrese btidaa?iyye hunaak. be~deen nteg?elu ?ehli Tale beruut. kemmelt druusi fi medrese oaanewiyye hoon, ye~ni fi beruut. w-lemm xeLLeSt O-oaanewi be'iatuuni ?ehli Tele 1-jaamc~e 1-?emeerkaaniyye Toegeaan ?edrus ?idaaRit ?ecimaa1. ?egxedt gehaadit 1-bekeloorye w-be'~deen 9teyelt fi rnekteb siyaaHe w-sefer 1er-mtuddit xems sniin. w-helle? ?aa'ild bedewwir Tele guyu1 ?eHsen. 1-mudiir: kiif ?inte w-1-?ingliizi? xeliil beHki ?i*ngliizi mniiH li?enni derest kull druusi bi 1-?ingliizi fi 1-jaarw~e. 1-mudiir: zekert fi T-Teleb ?innek kunt meRRe xaarij liblaad Tele ween saafert? xeliil ruHt ?efle w-?ebuuy ?ebil sene Tele feRense Hette nzuur ?uxti hunaak. you mentioned; once, one time Europe fall to s.o. 's share, become available to 249 xaliil: 1 -mudi ir: xeliil1 1 -mudi r: branch O. K.; as you wi sh great; allow, permit xa i il1 1 -mudi ir: xDl i il1: 1 -mudi r: xegliil: 1 -mudi r: guyu1? me fig Lindi maaniT. ?iHne met3SuuTiin ktiir min Telebek w-binHubb ?innek sitt ?e9hur w-be~deen bitruuH Tele mektebne fi London? ?intu fii ?ilkum mekteb fi London? fi 1-we?t 1-HaaDir me fig. bes biddna nifteH ferT jdiid ?ilne ba~d mudde. w-Ii?ennek btitkellem ?ingliizi mniiH biddne nibTstak hunaak. maelee. ml#til1-mne bi ddkum. ?izen btigtyi1 hoon sitt ?e~hur Htte tit~eRRef Lele 9-guyu1 w-be~deen biddna-yyaak tkuun mudir 1-ferL 1-jdiid fi London. T@Ziim. bes beHubb ?es?al su?aal ?iz smHt. tfeDDgL 21 s?el. gu RaayiH ykuun me~aagi? ?ene kunt RaayiH ?e?ul-lek Len 1-me~aag. w-?inte Linifl hoon bnidfeL-lek sebeL. miit h1iRe lubnaani fi 9-geheR w-lemme tint?il Le LeNDeN biSiiR meaaaek miteen jinee ?ingliizi fi 9-9eheR. haade mniiH ktiir. ?efle mwaafi? Lele kull9i, pay; lira, pound pound sterling start, begin as you wish xeliil: 1 -mudi r: xeh ii 141 1 -mudi r: 250 xaliil: ?ene memnuun ktiir ?ilek. xaaTRek! 1-mudiir: me s-selaame. Vocabulary djJ4 Ij I JU* ( d)~ur Ld-J L Lo m?aabele (-aat) salaam ?aTed/bu??ud xibRe mewl uud ?idaaRe ?e&maal (pl.) gehaade (-aat) bekelooryea siyaaHe helle? dewweR/bidewwi r Tele zeker/buzkur meRRe (-aat) ?orobbe (f.) SeHH/biSiHH lea far? (fruu?) meael eeg interview peace to sit, sit down; to stay experience; expertise born management, administration business diploma, certificate, degree baccalaureate, bachelor's degree tourism now to look for, search for to mention time (of occurrence), once Europe to fall to s.o.'s share, become available to, turn out to be true for branch it doesn't matter, never mind, it's not a problem for you, don't bother about it as (conj.) great, magnificent to allow, permit s.o. (s.th.)/ (to do s.th.) to pay lira, pound pound sterling to start, begin (doing s.th.)/ (s.th.) wish, desire; discretion, option it- ~9J mftil-me TeZiim (-iin) semeH/bismeH l (bi + noun)/ (plus subjunctive) defaT/bidfeaT liiRe/leeRe (-aat) jinee (-haat) bede/bibda (plus subjunctive)/ (bi + noun) keef 251 B. Grammar /?aa?id/ as the sign of the progressive The active participle /?aa?id/ literally means "sitting". In Palestinian Arabic it is used with an indicative verb to give that verb progressive meaning, as, for example, in hel?eet ?aa?id bidowwir Tale uyul ?oHsen. tu ?aa?de bttkutbi? 'What are you writing?' u ?aa?diin bisewwu? 'What are they doing?' 'Now he is looking for a better job.' Note that /?aa?id/ is participle. inflected for gender and number like any other C. Conversations muHaadaeaat 1. meayuul ktiir broken down;use What's the matter with it?; motor trip semiir fii filim ktiir kweyyis fi sineme 1-HemRe. bitHubb truuH meTi bukRe ye maHmuud? meHmuud: seyyaaRti xeRBaane. be?derg ?estaTmilhe. semiir : leeg? u fiihe? meHmuud: 1-motoor biftyilh. RaayiH ?aaxudhe le1-geRaaj beTd D-DuHuR. semiir ?ene baaji ?aaxdek fi sayyaaRti. meHmuud: le? ukren. ?ane megyuul ktiir bukRe. semiir ?inte daayman meayuul! bti?der tiTmel uylek baTd bukR@? meHmuud: baed bukRe bekuung hoon. RaayiH ?efatti Tale beet jdiid fi Tammaan. semiir xeer NiahLL@? biddkum tinti?lu l hunaak? m@Hmuud: ?aywe. 1?iit weZiife mniiH ktiir fi wizaaRit d-daaxliyye. semiir ?ul-li ?inte ?exedt 1-bakoloorye fi ?idaaRt 1-?eTmaal? m@Hmuud: le?. bas RaayiH ?aaxudhe fi ?aaxir haadi s-sene. semiir : SaaR-lak zemaan bitdewwir Tale uyul? meHmuud: weLLe badeet 9?addim TeLabaaT ?ebil ?erbeT ?@Thur. ?ejaani jawaab min irkit safer ?ebil ?usbuuT, bes me kaang meTaaghum mniiH. semiir mwaffe? NgaaLLe. meHmuud: gukren. tfeDDeL zuurne ?ize SeHH-lak migwaaR Tele mmaan. semiir betieRRef. Vocabulary c. L xeRBaan jaza.1staTmal /bi staTmil1 / broken down, out of order to use, utilize what's the matter with...? 9O" gu fii...? 252 (',t -) J,,--. motoor (-aat) mi gwaaR (magaawi i r) motor tri p 2.SeDii?i Henry teach it is lucky f or f or him Sindi SeDii? min wilaayit Colorado ?usmu Henry. biddu ysaafir le l-kweet 9-4ehaR l-jaay. RaayiH yi~tyil me?' l-Hukuume fi wizaaRit z-ziRaaS o. w-m@Retu RaayHe tiftyil mc~ellme fi wizaaRit l-meS~aarif. m@Taaghe RaayiH ykuun mniiH ktiir li?anhe SaaR-ilha mudde bitdarris ?ingliizi w-?indhe xibrit telt sniin fi t-t@Tliim. min Husun HeZZ Henry ?innu bi Raf TLeobi li?ennu RaayiH yigtyil meS mw@ZZefiin ?oReb kull l-wa?t. haade mniiH ?ilu w-le n-naas illi bigtiylu moS~u w-?@Hson min heek ?innu maRotu btiHkii§ ?eRobi. S elegaan heek t-telaamiiz illi Raayha tderrishum biSiiru yjerrbu daaymen yifhemu bi-l-?ingliizi w-yiHku bi l-?ingliizi. Vocabular LAO derres/biderri s LJ02 Husun/Husn I HeZZ (HZuuZ) to teach goodness; beauty; perfection luck, fortune fortunately fortunately for ... for him j;3J I () min Husn l-HaZZ min Husun HeZZ... )~I ?ilu 3. mi i Taad maT 1l-mudi ir Hehim: Il-mudi ir: newspaper Helim and so, so (Lit.); Tasvaan = Hatt@ 1-mudiir: ready; wherever Helim: 1 -mudiir: Helim: 1-mudiir: fill out again, once again Helim 1-mudiir:, s-selaamu Leleekum. we Leleekum s-selaam. gu btu?muR ye seyyid? ?ereet fi l-jeriide ?inkum bitdewwru Tale naas Tiagaan yigtiylu me~kurn. fe-juit hoon Hette ?eddim Teleb. kelaamek SeHiiH bas 9-guyul mig mewjuud fi mek- tebne hoon; bindewwir Taele naas Hette yigtiylu fi fe'ri'~ne l-mewjuud fi l-kweet. ?ene mi sti dd ?egtyil1 ween-rne bi ddkum w-mi tilI-me biddkum. ?inte x LUeSt l-jaa'ia? ne2.em w-kemaan gtcyalt senteen be~dma xeLLeSt. '?eZiim. haade 111 biddne-yyaa. xud haada T-Talab w-Tebbii. laa tinse tuzkur kull 9i Ten Heyaatek w-diraastek w-xibirtek fi 9-guyul w-be~d-me imi DeRuuri tiiji hoon kemaan m@RRe. memnuunek ktiir. xaaTRek. meS s-selaame. 253 Vocabulary joriide (j@Raayid) LLS /~ mistfidd (-iin)(le) ween-me Tebbe/bi Tabbi newspaper and so, so (Lit. Ab.) ready, prepared (for); willing wherever to fill, fill up; to fill out once; time again, once again meRRe kemaan meRRe 4. l-meT@am l-?umewi opposite to, across from; east feriide : MRHeBe ye Sarah! Sarah : ?ehleen. feriide : ?eddeeg s-seeTe min feDLik? Sarah : s-seee HdeT w-NuSS. Tindik Seff hel?eet? feriide le?. Tindi Saff s-seee weHde beTd D-Duhur bes hel?eet laazim ?eRuuH ?etyedde. Sarah : Tele ween RaayHe tityaddi? feriide : Te l-meTrem l-?umewi lli m?aabil ?uteel 9-gerq. bitHubbi tRuuHi meaTi? Sarah kiif ?esTaarhum hunaak? yaalye? feriide : mig ktiir. bi?der l-waaHed yaakul ?eHsen yede b-leerteen suuri. Sarah weLLe haade mig beTTaal. biddi ?eRuuH ?ajerrbu haadi 1-meRRe. feriide : Teyyib tfeDDeli. Vocabulary gayZ~ rq opposite to, across from (prep.) east D. Translation Jamil: Would you like to have a cup of coffee with me? Susan: Yes. Good idea. Jamil: Do you want Arabic or American coffee? Susan: I'd like Arabic coffee. I don't mind drinking Arabic coffee once or twice a week, especially since I have been employed at the American Embassy here. Jamil: That is very good. You must have heard of the Arabic proverb which says: If you are among the one-eyed, blind one eye. Do you mind if we go to our house 254 and drink coffee there? My mother makes very good Arabic coffee. Susan: I don't have any objection. Jamil: Then let's go. 255 interview peace be upon you _j&'.~j and peace be p~ JI -4L I upon you; sit down your experience ___ ~ Utoj.jW AS j business admin- jdJK)I CLJW to iJLJI istration tA tourism; now; J''L )f U . looking for mentioned; once, h) JJ J & J JIJI(5 jJI time ejj EuropeLj~I A A w A- 256 branch L$ JILS.;I LS0I UIt. O.K.; as you wish greath ;allow, 0 2% -0 AJoil j L ~ permit W'-~~ ~oIJ~Wi!J diJwII LI pay;lir, pund .GCs2 i, ~~i ~ L*~~iA Ci Lj LI * I>3 1 stard t egling .~ ~ L I -i1 s- LS Lsi * U as you wish LS _ _ _ * JtL L e* dI i J LIJJ 257 use it What's the matt( with it? motor trip JA J.Y'JS er A d4 S Jy. Up 1. 1IJ-. e-*-Jy"Y dU- wJ Li'yov ~&i W * U.r L;I j$c I ~ ~ &J~ r..4 us, V I L!dU~ j *ISI 258 AIU L J -AI ~ I~S teach 'LS i I (:j L (:j ~i,~ it is lucky for I.,>.~--~ ~ ~ -~- -~-- s~ ~- dx .(ZL'JI J J.;.J LI)L - ~ &JQ ~L d~ * d@ ~L2~A~~iJI L5i )~fj9~ I ~M 3-~d~I ~~J Ij~.4~2JILS~ newspaper and so, so ready fill out w w ~ j~J IU~~A~i LS ~ U~ ~h)% w w LS~ UJI ~ ULS LS J . IU ~J 259 :J -Jl -JI " "A1;___ " J Ls~L * I j~-1 d U -0 I L I ISAA L5JY Ls& yAL$ ~'jL jU ~ I 2 ~1) : : ~ : d~ opposite to; east :2 _ _ _ 260 our holidays celebrate a holiday depends on; holiday; Christians Muslims ders seb~e w-Tigriin ?eTyaadne Nancy smi~t ?innu 1-?e~yaad mniiHe ktiir fi 1-blaad 1-TeRebiyye. mumkin tiHkii-li gweyy Tenhe ye faaris? faaris: Teyyib. gu bitHubbi tiTRefi? Nancy SeHiiH n-naas Tindkum bi~eyydu telet ?ew ?eRbeL ?eyyaam? faaris:- mig daaymn. haade bitwe??ef Tele 1-Tiid. 1 -mesi iHiyyjiin bi~eyydu Tele Tiid 1-miilaad yoom waaHed bess. laakin 1-misilmiin bi~eyydu Tele 1-Tiid 1-kbiir w-1-Tiid Z-ZyiiR telet ?ew ?eRbeL ?eyyaam. Nancy gu bi~melu n-naas yoom 1-Tiid? faaris: xelliine naaxud ?eyyaam 1-Tiid Tind 1-misilmiin. yoom 1-Tiid S-SubuH n-naas biRuuHu Tele 1-jewaamiT Tleaeaan ySeLLu w-be~deen bizuuRu 1-me?aabi r w-bi?ru %LTD suwer min 1-guR?aan hunaak. w-be?iyyit, ?eyyaam ionis, 1-Tiid bitkuun Tlegeaan 1-Htifaalaat. Nancy beHuub ?es?el JBeLD ?es?ile Ten 1-Htifaalaat. bteLTu hedaaye Ie-Ba~d mitib%-me bni .ma1 hoon? faaris: Teb~eN. n-naas Linne byaaxdu hedaaye le ?9'hilhum w-?eRaayi~bhum mitil hoon. Nancy gu bu?uulu n-naas leaRelgD fi 1-?e~yaad? Talavaan=Tasvaan; pray; cemeteries; read; chapters; Koran; remainder, rest of;celebrat: festivities to each other relatives blessed; may ever) year find you we] (Lit.Ab.)1;in goo( health; safe 261 instead of wish them a happy holiday sweets from among them; cookies rich, well off; sacrifice poor; needy cook on this occasion the best that he has decoration; ornament w-fii naas bisteTmilu kilmit "sene" bedaal "Taam". yeTni bi?uulu: kull sene w-?inte Teyyib. Nancy : fii ?ili SeDii? ?l-li ?inkum btiTmelu zyaaRaat ktiire fi 1-?aTyaad. haade SeHiiH? faaris: meluum. n-naas bizuuru ?eRaayibhum w-jiiRaanhum Taleaan y~eyydu Teleehum. Nancy : u byaaklu n-naas fi 1-?eTyaad? faaris: fii bikuun daaymen Helewiyyaat w-?ehwe w-gaay ktiir w-min jumlithum keTk xuSuuSi le 1-Tiid. w-fi 1-Tiid 1-kbiir n-naas 1-MebSuuTiin biDeHHu w-byeTTu leHim le 1-fu?eRe w-l-miHtaajiin. Teleaan heek n-naas b6Tubxu leHim ktiir. Nancy : n-naas bflibsu ?eHsen 9i Sindhum bhe 1-munaasebe? faaris: ?eywe. kull waaHed bilbis ?eHsen me Tindu. Nancy : bfTmelu Tindkum ziine mitil hoon? faaris: ye salaam! betmenne ?innik tkuuni Linne fi 1-?eTyaad. 1-?eTyaad Tinne Hilwe w-jemiile xuSuuSen fi 1-mudun. bitlaa?i z-ziine fi kull mekaan. Nancy : ?ene mitgekkre ?ilek ye faaris. helle? SaaR Tindi fikre mniiHe Ten liTyaad fi blaadkum. faaris: ?ehlen we sehlen. Vocabulary ww Slid (?aTyaad) Tayyed/biTayyid twe??ef/bitwe??ef Tale mesiiHi (masiiHiyyiin/in a collective sense: masiiHiyye) holiday to celebrate a holiday to depend on Christian (adj. or noun) 262 w a I w I,. 0 bc=)a Cls mislim (misilmiin) Tele gaan (=?e aan) (.j ( / ~s- SeLL@/biSeLLi - LL_) 2 w_}. me?BeRe (me?aabir) ! I ,,.. ?eRe/bi?Re (j ) .) - suure (suwar) Cj l-quR?aaN ct__r be?iyye ( - JL 1 Htifaal (-aat) - BeTD . Vo) * ?ariib (?eRaayib) (q) -.- MBaaRek (-iin) J-5 kull U Iaam (?eTwaam) (Lit. Ab.) ?entum (Lit.Ab.) (=?intu) xeer (o- .-) . Tayyib (-iin) ( - J L. saalim (-iin) S I J- bedaal ,_ / Y eyyed/biTeyyid Tele L _ Halawiyyaat (pl.) S jumle keTk (coll.)(keTke) ( -) . MebSuuT (-iin) SL , ,, DeHHe/biDeHHi ,..) *_i fa?iir (fu?eRe) (L) - L.. miHtaaj (-iin) (with or without 13) / . Tabox/buTbux ( -) ... - munaasebe (-aat) C,-,. I ?@Hsan (,...,I- ) 1_ . ziine (-aat) Muslim (adj. or noun) because of (prep.); (after subjunctive) in order that to pray cemetery to read chapter of the Koran the Koran remainder, the rest of celebration other, others relative, kin blessed every (see Vocabulary Note below) year you (m.pl.) well-being, good (noun) well, alive safe, sound (without defect) instead of (prep.) to wish s.o. a happy holiday sweets group, whole cookies happy, well; rich, wealthy to sacrifice poor, needy in need of, to need La ( I to cook occasion better; best decoration, ornament Vocabulary Note /kull/ and /lkull/ 263 The word /kull/ is a noun that usually occurs in a noun construct. It has a variety of meanings, depending on whether the construct is definite or indefinite. If it is indefinite, /kull/ may be translated "each, every; any". Illustrations: biiji kull sane. 'He comes every year.' ?i?ru kull jumle la waHidhe. 'Read each sentence by itself.' kull waaHid minhum bi?daR yiTmelu. 'Any one of them can do it.' If the whether the then /kull/ construct is definite, then the meaning of /kull/ depends on following noun is singular or plural. If it is singular, means "all of, all ... (long), the whole". Illustrations: kull kull kull kull s-sene. 'all year long/ the whole year' l-we?it. 'all the time' l-mi waaR 'the whole trip' maktuubu 'his whole letter' If the following noun is plural, /kull/ means "all of, all": kull kul 1 kull l-wlaad 'all the children' ?eTyaadna 'all of our holidays' suwar l-qur?aaN 'all the chapters of the Koran' The noun /jamii?/ is a synonym of /kull/ borrowed from Literary Arabic, and is used in the same constructions with the same meanings. /lkull/ and /ljamiiT/ used with the definite article and not in a noun construct mean "everybody", as in /lkull buHubb l-?eyaad/ 'Everybody likes holidays'. muHaadeeaat grocery 1. fi dukkaan s-sammaan thanks to God for his safety; having bought; guests; short- ening; spices; cigarettes; matches xediije: MeRHebe ye SebHe! SebHe : MeRHebteen. Saar-li zemaan me uftik. kiif ?inti w-l-Teele? xediije: nugkur ?eLLe kullne bxeer. w-?intu kiifkum? SebHe : l-Hemdille MeBSuuTiin. kaan ?Ibinne MeRiiD gweyy bess hel?eet SiHHtu mniiHe. xadiije: l-Hamdille Ta salaamtu. baguufik migtriyye ?ayRaaD ktiire. xeer NgaaLLe? SebHa : weLLe jaay Tinne Dyuuf bukra w-biddne nHeDDfR-ilhum ?Toa. tereet min hoon ruzz w-semne w-gwayyit bhaaRaat w-sagaayir w-kibriit. w-hel?eet RaayHe ?eagtri wayyit leHme w-xuDRe w-faakhe. xediije: xelliini ?e?ul-lik 9i: btfTRefi dukkaan l-xuDRa lli m?aabil sineme l-HemRe? SabHe : ?aywe. haada dukkaan ?ebu SubHi. 264 cantaloupes food, meal, treat xedi ije: bi-Z-ZebT. £indhum faakhe TaaZa w-nDiife ktiir w-?ize bitHubbi tigtri beTTiix Tlindhum ?aHsen boTTiix w-gummaam guftu fi s-suu?. SabHa waLL9 l-baT~ix mig beTTaal. Dyuufne LaReb w- begfakkir ?eaTb6x-ilhum ?akle TeRebiyye, w-badaal l-Helewiyyaat bin~addlm-ilhum beTTiix b@Td l-?akil. xadiije: ?akl l-beTTiix mniiH fi SSeef. SebH@ :haade MaZBuuT. xadiije: ?eLLe yeTTiiki 1-Taafye. SabHe :?eLLe ysallmik. Vocabulary ( price j J.0 jY -.4 what's the matter? to to LsiJuL- LS j y JI y make it easy * ~ ~ I* ~~.W, ~ kidneys liver e d.I >I-S f * ~L~I j~ L~ ~~ to &II I JILS * , no 285 returning (home) good evening our neighbor the absent (one) we were pleased returning (noun) the son went out; out- side, out trip trouble, pain = ?aal-ilne is different from nothing imagine! ders tis'~e w-Tigrilin mRawwiH.m nbiaad J-dlheb/ fi beet ?abu seTlid) 1-Hejje ?imm ferii'd: ?aLL9 yissiikurn bi- 1-xeer. ?imm sa~iid ?ahla w-Sehl - b-jaaRitne ?imm fariid. tfeDDeLi. 1-Hejje ?imm feriid: binhanniikum bselaamit 1-yaayib. weLLe friHne ktiir lenne smicine ?innu riji9 Te 1-blaad. ?imm seSTiid ?eLLe ysellmik w-ysellim wlaadik. N'~aaLL@ binhenniikum b-rujuuT ~fbriid Toen ?eriib. 1-Hejje ?jm feriid: ?eLLe yismTS minnik. ween 1-meHruus? ?jrnn seaiid Tili'? huwwe w-?ebuu beRRe. helle? bi~rje'?u. tfeDDeli striiHi. 1-Hejje ?inn feriid: kiif? NgaaLLe kaanet sefrit se'?iid mniiHe w-m fiihaasv te'?b. ?imm se'?iid ?aal-inno innu s6firtu kaanet imiiHe kti~ir. he l-we?t haade bixtlif ktiir Teon we?tfle Ye 7imm feriid. 1-yoom d-dinye SaaRet ZyiiRe w-s-sefer SaaR wele svi.weLLe he T-TeyyaaRaat maa xllet i b'iid. tSewweRi ?innu saafer 286 (too) far for 1-HeJje ?imm feriid: the moon; may God protect the world ?ebu seaiid l-Hejje '?imm feriid: my son (1e Se'?i id) seaii d he loaded me (with) charged me; bade me; I kiss; for him l-Hejje ?imm feriid: seci i d check; inside it 1-Hajje ?imm feriid: desiring, longing indeed; his situation me DeLLisv si bciuid Leleehum ye ?imm seailid be~dm wiSLu VUeMeR. ?eLLe yupstur he 1--, aalem.- ?ehle w-sehle bi l-Hejje ?imm feriid. w- fi ikum. 1-Hemdi11e b-selaamit se~iid. miit ?ehle w--sehle fiik ye bneyyi. weLLe haadi ?esciad see~e cilnne. ?eLLe yTewwil Tumrik ye Hejje. waLLe feri id Heniinelni selaamaatu ?ilik. w-weSSaani ?ifli?ebuus ?ideeki £eflfU. Rebbne yiHfeZkum w-yec~iikum S-SiHHe, ye bneyyi. beLLe t?ul-li kiif huwwe? kuntu tguufu BeciD ktiir hunaak? feriid w-?ene mig saakniin fi nefs 1-beled. huwwe bc~iid £eflfi Hewaali Tigriin miii. laakin binguuf beciD daaymen. ?eje le 'ilndi ?ebil-me saafert w-?eciTaafli he l-mektuub w-?aal ?innu HeTT seek ?ilik juwwaa. tfeDDeli. ysellim ?ideek w-?ideen illi be~etu. weLLeg kunt migthiyye ktiir ?innu yiiji 287 praise be to God; doing very f ine he sells; ware, goods; oriental wholesale and retail se~iid 1-Ke;jje ?inirnfarild: news, a piece sa~iid of news 1-Hejje ?imm feriid: make us happy over you ?imnm sa~fld by the way taffy 1-Hajje ?irm foriid: on happy occasions good girls ?ebu sa'ilid rejoice (at a wedding) over we die ( "I die") your mouth (= 1-Hejje ?inm feriid: thank you for what you said); don't forget; go crazy over; young men may coffee always (be served on such occasions iraa saaLL9 foci? r-~riii. idujeel kbiir bibi-liT fflisiJJaad w-b~aa go~r?iyye bH-jumle W-1-ffRae?. mne ?aali9 ?eemto biddu yRawwiH le £iflfe. biddi ?9?ul-lik xebaR btiNBiSTi fii ktiir., boi~d gahaR RaayiH ykuun hoon Talagaan y~uufkuni w-kemaan jaay Hetta yitjewwez bint min 1-blaad. ?eLL9 yiHf@Zak w-yeTTiik S-SiHH9. NgaaLL9 Rebbne biferriHne fiik w-fii ma9 boTiD. Rebbne yismaT minnik ye Hejje. hedaak 1-yoom bikuun ?esi'ed yoom Tinna. To hel xabariyye, tfeDDali grabiilik finjaan hal- ?ahwe, w-xudiilik Habbit Taafi. ysollim ?ideeki. NgaaL~e bnigrabhe Tiridkum fi l-?afRaaH. mitil-ma bt-iTRafi ye Hajje benaat l-Halaal ktaaR Lirma. 1-MaZbuuT biddna nifR@H fi 1-wlaad ?abil-ma nmuut. ysal 1i m tummek. kamaan tinsaag ?innu banaat blaadna bimuutu Lala 9-9abaab illi biiju min ?emeerka., 1-?ahwe daayme 288 formalities doing a favor ?9bu se~iid listen to me; don't (bother with) l-Hajje ?imm feriid: leisure, rest, for me ("going to trouble for you is a pleasure for me"); in my view O.K. (lit. :"We rely on God.") ?ebu saeilid 1-Hajje ?inn fiid: good night good ?irm se~iid w-?ebu sec~iid night Ta 1-Tase eyoow l1-jum~e 1-jaay. weLLe haacde i niis' DaRuuRi.' ye 1-teie. mi'til-ie btil'Refi beetne w-.beetkum waaHe9d, w--me fii mujaamelaat beenna. ?jntu daaymen iitfeDDliin ye Hejje. ?isme~i minni belaag hel yelebe haadi* 1-meRRea. bi~ddiig ?esmaT hal kelaam. yalebi t- kunRaaHe Leeyy.weLLe ?{*binkum se~iid Lindi mitil feriid. me fiig far? been- hum. -twakkelne'Tala ?eLLa. binguufkum yoom 1-jum~e 1-mesa. Teyyib ye Hajje. memnuuniin ktiir ?ilik. bni tgeRRef N gaaL La. bitgarrfuuna. d-dinya SaaRet leel. laazim ?eRuuH hel?eet. tfSibHu Lale xeer. w-?inti bxeer,. meL s-selaame. Vocabul ary ((>f) JJ-4 mRewwi6H (-uln) messe/bimessi (bi- 1 -xeer) jaaR (jiiRaan) yaayib (yiyyaab) (Len) firiH/bifReH (fi) rujuuT meHruus (-uin) Tel e/biTe beRRe returning (home) to bid s.o. good evening neighbor absent (from) to be pleased, happy (with, for) returning (n), return son ("protected")(polite usage) to go out outside, out (adv.),outside of (prep.) 289 LA-kj &,,W4 A- *4- jm -. La u Lee WIj safra (-aat) teeb (?etTaab) xtelef/bixtlif wele gi TSewweR/biTSewwa NuSS 1-leel bTiid Tel ?eMeR (?iMaaR) sater/bustur Taalem (Tewaalim bneyy Hemmel / b i Hemmi 1 weSSe/biweSSi (f by subj.)/(Tele) baas/bibuus Ten geekk (-aat) juwwa migthi (f.vmigth beLLe Haal (?eHwaal) maa gaaLLe riiH (ryaaH) (f. baaT/bibiiT bDaaTe (beDaayiT ger?i bi-l-jumle mfeRRe? xeBGR (?exBaaR) ferreH/bi ferri H xeberiyye Taafi feReH (?efRaaH) Helaal trip trouble, pain ,en to be different from, differ from nothing at all )R to imagine midnight (too) far for moon to protect n) world dear son (diminutive) to load s.th. on oll. to request, to entrust (s.o. to do s.th./ (with s.th.) to kiss in place of, on behalf of, for check inside (adv.); inside of (prep.) iiyye)desiring, longing indeed! condition, health; (plural:) condition, situation praise be to God! (expression of surprise or praise) ) wind to sell ) goods; commodities oriental, eastern wholesale retail news (fi) to make s.o. happy (over) piece of news taffy happy occasion, wedding legitimate IN, ~ CJ-; (O-i 290 4/ cJ L. rc1--- ) __ _ / / cL . ( ' -) maat/bimuut tumm (tmaam) nisi/binsae maat/bimuut ?Tle daayme mujaamele (-aat) mitfeDDil (-iin) Tale simi?/bismeT min bealaa (noun)/ (subjunctive) RaaHe Lindi twakkel/bitwakkal Tele ?eSBaH/biSBi H tiSbiH ?le xeer w?inte bxeer to die mouth to forget to go crazy over, love always formal ity doing s.o. a favor JI~ Ls-/ I -) to listen to, heed don't (bother with)(s.th.)/don't bother (to do s.th.) leisure, rest in my view to rely, depend on to become s.th. (in the morningtime) good night! (to a male) good night (response) 291 returning (home) cot~. good evening *,~11~~~ our neighbor *I L ,L ,.j J>-I the absent (one); we were pleased returning (noun) *-- - ~~ the son went out; L; yiK out~ide, out trouble, pain .9-'- =?aal-ilne JL~AZ ULS U different from I c c~ nothing J) j..vI) d94Cj4 Lb.JJ imagine! LS ~ L Jj jji Lwd.:P midnight (too) far for them C ' (A the moon; may God * J UL &JI IyA U protect the world I! ~A dI nl 61 C14JI * U j ~ JA.AM 292 he loaded me with ___ .i&iI,* L Q JL aJI charged me; J ~j,' Ls.:,LS 1Lo~' J * dIi kiss; for him- same LLS.;UIj ~ ~ ~JJ 9 J~ ~yA+ i yLS 9 eW- U. IJ WULJ *LMA check; inside di L.r i~4 it desiring, ,& longing his situation dyI praise be to God doing very f ine; L3 Y~ ;~4c sells; goods; oriental; wholesale 0---i) ciJo ,iZ ~ J ~ &. and retail I j ;WU. bytewa taffy* 4~di *ciy~i Ls : L $ LS J~j~9 .%.whi 293 .% 0 0 0 0 LIZ.--o I Lk--j U - .4 4. 0 J ;i r1 d l on happy occasioncs good girl's rejoice (at a wedding) over; we die (= I die) your mouth= thank you; don't forget; they go crazy over; (may) the coffee always be served4 such occasions as this) j~ U r-J6 AU uL a J 3:' * C~yo~ J~i ~ ,~ I ~I L j i !,~JI LS I jqo &.UjI LA. -.; I 3 on J---I LJI L~ j U~ ~ I ~hSJ~fJLLs 3-~ formalities -.Ulu doing a favor; __ __::k.s~ ::. ~ L& listen to me; don't (bother with) d,.JI i L leisure, rest WI., . ~ :~I~ ~ . LS~. 3~ r1 dJI (=going to *~ trouble for you is LJ $. a pleasure for me); in my view; .LJI C&yA.1. WI LWSJ L O.K. (lit, we rely on God) 1 I LeI WI ,s L 3 .:l good night good night * L~L000 * &oL.UJI 294 ders teleti jn mRewwiH min blaad d-deheb -2- (fi beet l-Hejje ?imm feriid) ?9bu s@Tiid l-Hejje 21mm £emm ferild ?eabu seaiiid we congratulate you on (p1. of yaayib) absence (=where £emm ferlid have you been so long?) (used for respect, se~iid see note P. 289) : s-selaamu Leleekum ferlid: ?ehle w-sehle w-miit MeRHebe. tfeDDel u. I -Hemdille bselaamtek ye se'T11d. (le ?inn seild w-?egbu se'7iid): binhennilkum bselaamit se iid. *?eLLe ysellimkum w-yRewwiH-lkum 1-yiyyaab. *ween hel-eebeye se'iid? SaaR-lne zemaan maa sufnaak. *weLLe haadi ?eHwaal d-dlflye ye e fm. lermea l-waaHed bisaafir Tele blaad j dii de byaaxudl u weyit We?t Hette yuu?of Tale rijlee w-ySiiR mwffe? fi ?egyaal u. I -Yurbe le r-rjaal ye, emri. weLLe ?iHne ktiir MeBSuuTiin minnek w-min ferild, wRaaf~iin Ruusfle min weRaakum. kull n-naas ilii biiju min ?emeerke biHimduukum w-bi?uulu ?inkum btigtiylu mn?elb w-Rebb. stand on his own two feet Lemiferild we are proud of you praise you 295 prove themselves 1-Hejje ?imm ferild: got lost neither...nor day and night sa~iid pay attention, takes care of himself he roams around aimlessly non- they have amounted to nothing; in addition to disgraced, spoiled their reputation meTiiuum. r-rjaal bibeyynu fi-l-yurbe. fli naas saaferu w-Daa~u. laa ?9'h~lhum simS~u minhum wale hurnre sims~u min ?;ahilhum. weLL9 ?iHno HHna mniiH b-he l-wlaad. laazim nugkur ?eLLe 1 eel -NhaaR. 1-yurbe mniiHe w-m$g mniiHo. mniiHe ktiir le Ili b1~ty11 w-bidiir baalu Tale eHaalu. w-mig mniiHe iesIli bisaafir w-biduur Tale Raasu. waLL9 fil naas ktiir LeReb w--yeer LeReb saaferu Tale ?emeerke min zemaan, w-maa termeoru wale £emmeru 9i w-zad Tele heek sewwedu sum~ithum w-sum~lt bi aadhurn. ?eSaabiiT ?ideek mig mitil beSTD yeo iammi. Rebbne xele? n-naas w-xele?-l-hum £?uul. w-kull waaHed bim~i mitil-me bi?ul-lu £e?lu. haade MeZbuuT. nugkur ?eLL9 Tele tewfii?u ?Hne. tfaDDeLu I-Toga~ HaaDiR. milt ?ehle w-Mehlefilkum fingers; my son (see note p. 289) created minds £emm ferlid we thank God for STId granting us success l-Hegjje ?imm ferild: you have bothered yourself ?im se~lid l-Hejje ?imm feriid: 296 your worth (= "worthy of you") ?abu se~iild delicious Sa iId 1-Hajje ?imm ferlid se'i iid all (Lit.Ab.) Italian Chinese £emm feri id ?iimitkum. ?intu yaalyiin Leleen ktiir. *yislemu ?ideeki Te hel-?akil. w@LL@ kull 9i zaaki. *weLLe9 maa fli mitil ?ekil blaadne. : fil ?ekil TeRebi fi hedllk 1-blaad ye s aili d? *?eywe. fi ?erneerke fli naas min jemiii 1-blaad w-Talegeaan heek bitlaa?i meTaa~im yuuraaniyye w-Ti lyaaniyye w-frensaawiyye w-Si iniyew-STeRebiyye xuSuuSen fi 1-mudun 1-kbiire. *?ul-li ye se~iid: fli naas saaferu le hunaak w-rijS~u be'~d telet ?ew ?eRbe'l sniin -yaniyyiin. kiif haade biSlir? hedllk liblaad malyaane MeSaaRi?! *bezkur lemme saafert kaanu n-naas y?uulu: niyyaalu, weLLe msaafir blaad d-deheb. lenne weSeLt hunaak le?eet ?innu hedilk 1-blaad mitil blaadne ye Temmi. 21111 biSlir ?innu hunaak n-naas bigtiylu ?ekteR min hoon w-g-guyu1 £indhum meftuuH la 1-yn fer?@ bIir hunaak - - been.2. ?ibn 1 1 - w12 ez.C"Ir rich; happens full of se~iid what happens is open; the rich man difference peasant 297 hi s worth they respect; wherever it is; most of (Lit.Ab.) £omm forlid ?Eobu silid improve; get better May God make things easy for us; gets cold macmul (nut- filled cookies); have some sweets! May God always sweeten your days would that; if only take your time; we have been honored mitil-mo biswo. w-1-mniiH Tindhum ?inhum biHtirmu 9-guyu1 ween-mo kaan,. £olagaan heek bitlaa?i muci~om n-naas bis'tiylu w-bijiibu MoSaaRi w-b1iiu mniiH. ?aLLo yyeyyir ?eHwaalne ye bneyyi £osaan nSiir nMiRaf ?iimt sv-suyul w-l-Hayaa. ?izeD biddok l-MaZbuuT law ?innu n-naas Linno bisvtiYlu min ?olb w-Robb miti n-naas hunaak lokaan svuft blaadno mitil blaadhum w-biSiir Tinno MoSaaRi ktiir w-bti tHos son ?oHwaal no. ?aLL9 yhoawwinha Loleeno. tfaDDaLu ?i Robu ?ohwitkum ?abil-me tubrud. l-Hojje bti~mol bo?laawe w-mogmuul mniiH ktiir. tfoDDaLu tHollu. ?oLLo ydiimho Hilwe SToleekum. mitsvokkriin ktiir yo Hajje. NsvaaLLo bnaakul Tindkum bi l-?efRaaH. btismoHuulno NRuuH hol?eet. 1eeg me tkemmlu s-sohRo Linfle? js?imm forlid -Taom forild 21m ?oDbu 21m ?,abu so'ilid sa~i id fani i d sed id 21mm foriid 298 1-leele. may God increase saiid your honor; good night S?eLLe yziidik eRef. tSibHi Tale xeer. : w-intu bxeer. meT s-selaame. good night ?imm feriid Vocabulary Us.)' L Jabli CJ1 I9 J (c~,H) J ,L+ -: &J Lq /I. 5J~ ) /161. /d henne/bihenni (bi) yeebe (Ten) 9emm (Tmaam) wi?if/bi?ef rijl (?erjul)(f.) Raas (Ruus) weRe RaafiT RaafiT Raasu min weRe Hemed/biHmid beyyen/bibeyyi n DaaT/biDii T laa...wele leel (coll.) (leele) NhaaR (-aat) leel-NhaaR daar/bidiir baalu Tele Haal (+pron. suff.) daar/biduur (Tele) yeer temmer/b i temmi r TemmeR/bi Temmir zyaade Lele sawwed/bisewwid sumLe (sumeL) to congratulate s.o. ( absence (from) uncle to stand; to come to a leg; foot head behind (adv. or prep.) raising (he is) proud of stop, stop to praise to distinguish to prove o.s. to get lost neither...nor night day, daytime day and night to take care of o.s., stand out; on) ( oneself to turn (right, left) (to, toward) non- to produce; to bear fruit to build, construct in addition to to disgrace; to spoil reputation 299 L~~i/ L3 (Lc~L) J - ( LS-J / _j Ir ww fm w /V -, ?uSbecT (?eSaabiT) xele?/bixl i? Te?il (Tuul) gaker/bugkur (Tele) tawfii? myellib (-iin) ?iime (?iyem) zaaki (zaakyiin) jamii9 TiLyaani (TiLyaan) SiiNi (Siiniyyiin) yani (yeniyyiin/ ?eyniyae) SaaR/biSiiR melyaan (-iin) ?illi meftuuH (-iin) fer? (fruu?) fallaaH (-iin) biswe Htaram/bi Htrim ween-ma kaan mu?Zam tHassan/bitHassan hawwan/bihawwi n (Tale) barad/bubrud me ?muu l tHall a/bitHel a daam/bidiim Hilu (f. Hilwe) ye reet 1 aw ?exad/byaaxud HaSaL/biHSeL finger to create mind, intelligence to thank (for) success; granting success to bothering, causing trouble for value, worth delicious all (Lit. Ab.) (see Vocabulary Note for /kull/, p. 263) Italian Chinese rich to happen, become of full (of) that, what (relative pronoun) open difference peasant, farmer to be worth to respect s.o. wherever it is most of (Lit. Ab.) (foil. by noun or pronoun) to get better, improve to make s.th. easy (for) to get cold macmul (a pastry) to have sweets to cause to last or continue, perpetuate sweet; pretty would that (it were so) if only to take to obtain, get 300 gaRef honor j-'d 'K/ I zaad/biziid to increase, give s.o. more of s.th. - w- = tiSBiH Tale xeer good night (to a male) -- * I~- w?intu bxeer good night (response) Cultural Note In this passage we see the term /Temm/ used in three ways: (1) in its literal meaning of "paternal uncle" in /Temm feriid/, 'Farid's uncle' (Farid's father's brother); (2) as a term of respect, when Sacid calls Farid's uncle "/Qemm fariid/" even though they are not related; and (3) as a "polarity" kinship term. This needs a word of explanation. Kinship relationships are extremely important in Levantine society; this is evidenced in the highly specialized set of kinship terms there are in Arabic as opposed to English. For example, there are four expressions for "aunt", depending whether it is the sister of the father--/Temme/--or the sister of the mother--/xaale/--and whether it is the wife of the father's brother--/meRt l-Temm/--or the wife of the mother's brother--/meRt l-xaal/. There are likewise eight expressions for "cousin", depending on whether the person is the son or daughter of a paternal or maternal uncle or aunt; thus /?ibin Temmi/, /bint Temmi/, /bint xaalti/, etc., all translate "my cousin." In order to guide young children in the mastering of these terms--and also as a kind of endearment--an adult will address his relative--or friend-- of a younger generation by the term that the younger person should use in addressing him. Thus an uncle will call his nephew or niece /ye Temmi/ 'My uncle!' (Note that the suffixed pronoun /-i/ 'my' is normally used with kinship terms), and a father might call his son or daughter /ye BaaBe/ 'Daddy!' In this lesson /seiid/ respectfully addresses /Temm feriid/ as /Temmi/, and /Temm feriid/ addresses /se@iid/ with the polarity kinship term. 301 * I)IfI C, we congratulate " -'- "' you on (pl. of yaayib)t o . _.. absence (=Where * J L - o L do L. m have you been so long?); (used . L J i i for respect, see note p. 289) stand on his own di L5 > , .. - two feet we are proud of - - -J .- . you U I _ praise you _ I - * J 9 prove themselves L' L - . J.J :A I I S got lost; -*" * __ " neither.. .nor day and night pays attention, takes care of .JJ_ M * d _ di U1 - J _ himself he roams around - < U. L _l I * I , J- $ L aimlessly non-; they ., 0 -.. drW~l y>- 1 - _*" , 302 have amounted to - nothing; in additio.Yi 4 L ' to that; disgraced, spoiled; their re--J-I~-~~) -- putation fingers; my son C U '5 U >.S (see note p. 29;created jS * We thank God for (.:UjI 96 j.i0 L L &AJS 4-% granting us success. bothered yourself . ~ JU~~1I~L your worth LCI. *i Ls I £ U WI, delicious *YS ~J AI.SIL ~ all (Lit.Ab.) eLll,*LiI __ ~~ Italiand d- J9J' ~~iLL~ ~U.~ L Chinese * ), CJ j..LJ,. happens; rich, UJ LJ -?I ' full of ____ U.J I~ LSc~ U J LS d LS b-. J.4- 303 peasant; his worth ~~ zI so"~~J they respect; wherever it is most of (Lit.Ab.) 0 I I, .1I 4 value d..~..s ~ ~ c U~ LS~1 L, LW JI j I 4~LI- j'- L,,f 4M L J C I J I J-f I J I __________,-j ("$J JL:& Lr U:J J,; ' U.y~ may God make things easy for us gets cold J-tooooi- to : j .0 0 ma I mul (nut- *40___, LL ~z ~ f illed cookies) j* J have some sweets may God always sweeten your days * ~ di tj~J & ALJ I00, ~ ~ c~il z~I &~ ,~S~ d LW k L.~ ,~ I ~ U~jJJ would that; if only take your time; we have been honored may God increase your honor; good night I~Y * LSL ~ ~ 0 .7, LAC Cl _____ ____ Wi good night 304 APPENDIX I ARABIC-ENGLISH GLOSSARY The vocabulary items in this glossary are arranged in the following order: ? e ee b B d D e f g y h H i j k 1 L m M n N o q r R s S t T u w x y z Z T For nouns and adjectives, the definite article is ignored in alpha- betization. Parentheses contain plurals, unless feminine gender is indicated by f. Feminine forms of nouns and adjectives are not given if they are regularly derived by simple addition of the feminine marker /-e/ or /-e/. Thus, /mhandis/ 'engineer' implies /mhandse/ and /meftuuH/ 'open' implies /meftuuHa/. For collective nouns (coll.), the unit singu- lar noun is given in parentheses, e.g. /mooz/(coll.)(s. mooze)= 'bananas (a banana).' Verbs are given in their perfect and then imperfect third masculine singular (/huwwe/) forms, separated by spaces and a slash (/), e.g., naal / binaal 'to obtain'. The abbreviation s.o. ("someone") or s.th. ("something") denotes direct object. Optional prepositions, etc., are enclosed in parentheses. For other abbreviations or conventions, see page vi. 305 ?ejmel ?ebedan ?abil (min ?ebil) ?ebil-mea ?ebu (?ebbeyaat) ?abu DeBi (f.) ?addam / bi?eddim ?addees ?eddees s-seeTae ?adiim (?udeme) ?afRaaH (s. feRaH) ?efT@R / biFTeR ?ehil (?ehaali) ?ahle w-sehlea ?ehleen ?ahRaam (s. haram) ?ehwe l?ehwe daayme l-?aHed ?eHsen ?eHsen me indu ?eHwaal (s. Haal) ?eje / biji/biiji ?ejaaR (-aat) never before (before; previously) before (conj.) father Abu Dhabi to submit (application); to introduce (s.o.) how much? What time is it? ancient, old joy; pleasure; happy occasion to have breakfast folks, family welcome! welcome! pyramids coffee may the coffee always (be served on such occasions as this) Sunday better; best the best he has situation, condition, status to come rent ?ekel / byaakul ?ekem ?akbaR ?ekil ?ekle ?ekrem / bikrim ?elem (?laam) ?alb (?luub) ?elf (?aalaaf) ?aliil (?laal) ?elaab (s. lu?be) more beautiful; most beautiful to eat how many? bigger; biggest food food, meal; treat to be generous to pencil heart one thousand not much, scant, little, few games; sports; (pl.) fun ?eLLe God ?eLMaaNi (?eLMaaN)German ?eLMaaNye (f.) Germany ?eLTaf ?emeerke (f.) ?emiir (?uMeRa) ?amiiS (?umSaan) ?@MaR (?MaaR) ?GMaR / bu?MuR ?entum (Lit.Ab.) (= ?intu) ?argiile (?eRaagiil) milder; mildest; more/ most pleasant America prince shirt moon to order s.o. I you (m.pl.) hubble-bubble, hookah 306 ?eriib (?eRaayib) ?eriib (min) ?eRe / bi?Re ?GRbGT miyye ?eRb ea 1-?eRba?e ?eRbeTea? ?aRbTiin ?oSbeH / biSbiH ?aSil (?uSuuL) ?aSiiR (?SaaR) ?GTwaL min ?ew ?ewaafi (pl.) ?awi (?ewaaye) ?awwel ii ?ex (?ixwe) ?axed / byaaxud ?eywea ?eyy ?eyy ?ezke ?ezYej / bizij ?e.ed / bu?Yud ?ejab / bifjib ?arma (Yumyaan) relative, kin near, close (to) to read four hundred four Wednesday fourteen forty to become s.th. (in the morningtime) origin short; low longer (taller) than or clothes strong; powerful first of all brother to take yes which? what? (in negative state- ment) any more delicious; most delicious to bother (s.o.) to sit down; to stay to please (s.o.) blind (person) ?eTmaal (pl.) ?eYTa / beaTi ?eTweR (Tiwraan) ?eayaad (s. ?iid) ?aa waLLe ?aabel / bi?aabil ?aadir ale ?aaDi (?uDaa) ?aal / bi?uul ?aal / bi?uul le ?aaaaar (pl.) ?aaxir ?aaid ?aafid bedawwir ?eemte ?ees (= u) ?ibin (?ebnaa?) ?idaaRe ?idaarit ?eamaal ?idir / bi?dar (+ subjunc.) ?iHne ?iid (f.) (?eyaadi) ?iidek lyamiin ?iime (?iyem) ?iiRaan (f.) business to give (s.o.)(s.th.) one-eyed (person) holidays yes, indeed! to meet (s.o.) able to (do s.th.) judge, cadi to say; to tell to call s.o. (s.th.) ruins last, final sitting; (foll. by indicative gives progressive meaning) I am looking for when? what? son administration business administration to be able to we hand your (m.s.) right hand value; worth Iran 307 ?il- ?ille ?illi ?illi biSiir ?imm (?immeyaat) ?ingliizi (?ingliiz) ?innu ?inte ?inti ?intu ?iqaame ?ird (?ruud) ?iri (?ruuv) ?isme minni ?iswaaRe (?esaawir) ?ivi/vi (?evyaa?) ?ittifaa? (-aat) ?izea ?izen ?izin ?orobbe (f.) ?Raaye ?uddaam ?ujRe 1-?urdun (with suffixed pro- noun) has, have minus, to (time) who, whom, that, which what happens (is)... mother English that (conj.) you (m.s.) you (f.s.) you (pl.) residence, residing monkey; ape piaster listen to me! bracelet thing; something agreement if then, therefore permission Europe reading (n.) in front of fare; fee; rent Jordan ?urduni (-yye) ?usbuuT (?esaabiiT) ?ustaaz (?esaatze) ?usum (?esaami) ?uSbe? (?eSaabi?) ?uteel (-aat) ?uxt (xewaat) ?yaame b-/bi- b-/bi- b-?eddee s b-?izin ?eLLe be?eR (coll.) (s. be?aRa) be?iyye (be?aaye) be?laawi/be?laawe bede / bibde (+ subj.)/ (bi + noun) bedaal bedle (-aat) 1-beHReen (f.) belediyye (-aat) belaaE (+ noun/ subj.) beLLe Jordanian week professor; teacher name finger hotel sister resurrection b in, at; for the price of by, with, by means of how much (does it cost?) God willing cows remainder, rest baklava to start, begin (doing s.th. ) /(s. th.) instead of (prep.) suit Bahrain municipality don't (bother with) (s.th.)/don't bother (to do s.th.) indeed!; (+ imperative) please (requesting favor) 308 banaat l-Helaal good girls bank (bnuuk) bank ber?iyye (-aat) telegram bared / bubrud to get cold barhan / biberhin to prove Tale bariid post, mail bariis (f.) Paris boRando (f.)(-aat) veranda, balcony boRRo outside, out (adv.); outside of (prep.) bass but; only boTTaaL worthless; bad baxviis (baxaasiis)tip, gratuity boyyan / biboyyin to distinguish o.s., stand out; to prove o.s. bealbok (f.) Baalbek bo~d after (prep.) bo deen afterwards, then bod-mo after (conj.) l-baa?i the rest; baabuuj slippers (bawaabiij) beruut (f.) beeD (coll.) (s. beeDe) been beet (byuut) beetl6Him (f bhe l-munaas bhaaRaat (pl bi-/b- bi?i / bib?a bidd- bidiir baalu Tale Haalu biduur aleo bi-l-?afRaaH bi-l-jumle w-limferre bint (bonaat bint Holaal bisse (bises biswe (no perfect te bi-ZZoBT biiR9 blaad (f.) bluuze (-aat bneyy bneyyi bnaaye (-aat Beirut eggs (an egg) between, among house, home .) Bethlehem ebe on this occasion L.) spices by means of; for the price of to stay, remain to want I to pay attention to, I take care of o.s. Raasu to roam around aimlessly on happy occasions wholesale and retail ) girl; daughter good girl ) cat is worth nse) exactly beer country, homeland ) blouse dear son (diminutive) my son ) building baal baarid baas / bibuus baaxRa (bewaaxir) baaT / bibiiL bDaae (baDaayiT) mind, notice, attention cold; cool to kiss ship, boat to sell goods; commodities 309 btidaa?i elementary bikutbu l-ktaab they write the marriage contract buLiiS (pl. police; policeman buLiSiyye) burd?aan (coll.) oranges (an orange) (s. burd?aane/Hebbat burd?aan) buum (coll.) owls byaaxud he (m.s.) takes biid (bTaad) far B BaNDooRe (coll.) tomatoes (tomato) (s. Hebbet BeNDooRe) BeNTeLoon (-aat) pants, trousers BeSeL (coll.) onions (an onion) (s. BeSeLe) BeTaaTe (coll.) potatoes (potato) (s. Hebbet BeTaaTe) BeeD/BeD other, others; each dektooR snaan deres / budrus derres / biderris ders (druus) dewaali dewwer / bidewwir Tele dexel / budxul de?we (deTaawi) su d-de?we daa? / biduu? daalye (dewaali) daam / bidiim ?eLLe ydiimhe Hilwe Teleek daar / biduur (?Tele) daar / bidiir daar baalu Tele daaymen dentist to study to teach lesson see daalye to look for to enter, go/ come in claim; call What's the matter? to taste; to try grapevine to keep; to cause to last or continue, perpetuate May God always sweeten your life. to turn (right, left), (to, toward) to turn, direct (s.th.) to pay attention, give care to always everlasting the Tigris the world le-Be ?D/1-Be eD BaaLTu (-waat) BaaRek / bibaarik 1-BooSTe d?ii?e (de?aayi?) debbuus (debaabiis) defe? / bidfe deheb (coll.) dektooR (dekaatRe) other to each other overcoat to bless the post office; mail d minute pin to pay gold doctor daayme dijle dinyea (f.) diiNaaR (denaaniir) dinar duyri dukkaan (dekaakiin) duulaaR (-aat) straight ahead shop; store dollar 310 D DeHHe / biDaHHi DeLL / biDeLL DeReb / buDRub DeRuuRi Daww (Dwaaw) Deww t-trefik DaaR (duur)(f.) Daayi? (-iin) Daa? / biDii Deef (Dyuuf) DiHik / biDHak Diif (Daaf) fa- (Lit. Ab.) to sacrifice to remain, stay to hit, strike necessary light (n.) traffic light house, home; family lost to get lost guest to laugh weak, thin f and so, so fateH / bifteH fatiH beet fettes / bifetti ?aele feTeR / bifTeR faaDi (-yiin) faakhe (fewaakih) faaSeL / bifaaSiL feen = ween fi fi l-?efRaaH fihim / bifhem (Tele) fii su fii to open establishing a household to look for, search for to breakfast; to break one's fast empty; not busy fruit to haggle where? in on happy occasions to understand (s.o.) there is; there are What is the matter? fa?iir (fu?eRe) poor (man) faDDe (coll.) silver feDil/feDL favor (?efDaaL) fakker / bifakkir to think fallaaH (-iin) peasant, farmer far? (fruu?) difference ferense/fraanse France (f.) farraH / biferriH to make s.o. happy (fi) (over) feri (fruuT) branch faReH (?efRaaH) happy occasion, wedding feSuuLye (coll.) beans (bean) (s. Hebbet faSuuLye) fikRe (f.) idea, thought filim/film (flaam)film, movie finjaan cup (fenaajiin) firiH / bifreH to be pleased, happy (fi) (with, for); rejoice at fis/fiis there is no; there are no fiTil (fSaal) deed; action foo? above, over (prep.) foo? r-riiH doing very fine fransaawi (-yyiin/French fransewiyye) fRaNji (pl. fReNj)Western, Westerner fTuuR breakfast full Arabian jasmine 311 fuSTaaN (feSaaTiiN) dress hal?eet gaRaaj (-aat) garsoon (-aat) g garage waiter yede (m.) yelebe yelleb / biyellib yani (yeniyyiin/ ?eyniye) yeReD (?eyRaaD) yesiil yeyyeR / biyeyyiR yezaal (yuzlaan) yaali (-yiin) yaayib (yiyyaab) (?en) yeebe (STen) yeer yurbe yurfe (yuRef) yurfit noom yurfit sti?baal he- hadaak hediik hadool (pl.) lunch bothering, annoyance to bother, trouble s.o. rich thing dirty or washed clothes; washing to change (s.th.) gazelle; deer expensive absent (from) absence (from) non- estrangement; abroad room bedroom living room h this, that, these, those that (m.s.) that (f.s.) these, those helle handese henne / bihanni (bi) herem (?ehRaam) hawea hawwen / bihewwin (?ele) ?eLLe yhewwinhe ~Teleek haade haadi heek hiyye hoon hunaak huwwe He?? Habb / biHubb Habbe Habiib (Hebaayib) Hebil (Hbaal) Hebl l-yesiil Had Hefle Heflit sti?baal Hejj (Hujjaaj) now now engineering to congratulate (on) pyramid air to make s.th. easy (for s.o.) May God make things easy for you. this, that (m.s.) this, that (f.s.) thus, so she here there he H price to like, love grain; piece of sweetheart rope clothesline someone, somebody party, celebration reception party pilgrim (to Mecca) 312 Hake / biHki t Hele? (-aat) E Helewiyyaat (pl.) Helaal l Heliib n Hemed / biHmid Hemel / biHmil l-Hemdille (Tele/ ?e)/(bi-) l-Hamdille b-se laamtu/? selaamtu Hammel / biHemmil I Hammaam (-aat) Heriir HeRam 1-HeRem -seriif HaSeL / biHSeL Tele HeSel le HeSel-ilne 9-seRaf Hatte HeTT / biHuTT Hawaali (with suffix Hewaalee-) Heyaa/Heyaat- (f.) HeZZ (HZuuZ) HaaDiR (-iin) Haal (+ pron. suff.) Haal (?eHwaal) :o talk, speak _arring sweets egitimate nilk to praise to carry fine, thanks; praise be to God (for) thanks to God for his safety to load bath silk nosque, sacred precinct the Glorious Mosque to obtain, get to occur to we have been honored so that, in order that to put around, surrounding (prep.) life luck, fortune present, ready oneself condition; health Haalu himself HifiZ / biHfeZ to protect, preserve ?eLLe yiHfaZak May God keep you. Hilu (f. Hilwe) nice; sweet; pretty HmaaR (HemiiR) donkey; ass HSaan (Husun, xeel) horse Hterem / biHtrim to respect s.o. Htifaal (-aat) celebration Hubb love Hukuume (-aat) government HummoS (coll.) hummos, chick peas (s. Habbat HummoS) Husun/Husn goodness; beauty; perfection money order Hwaale (-aat) jebel (jbaal) jekeet (-aat) jemel (jmaal) jamiil (-iin) jemii?'(Lit. Ab.) jeriide (jeRaayid) jarrab / bijerrib jewaab (?ejwibe) jeww jewwi l-jezaa?ir (f.) jaab / bijiib jaaj (coll.) (s. jaaje) mountain jacket camel beautiful, handsome all of newspaper to try, attempt answer, reply weather, atmosphere air, aerial Algeria to bring, fetch chicken (a chicken) 313 jaami (jawaami?) l-jaami? 1-?umewi jaamTe (-aat) jaaR (jiiRaan) jaawab / bijaawib jaay (-iin) jdiid (jdaad) jinee (-haat) jooz (jiizaan) jtimaa i jumle bi-l-jumle jumT (jume?) 1-jum?a jurbaan (j eraabiin) juwwe juu?aan (-iin) kehrebe (mn.) kelaam keaib (klaab) kamaan kemaan meRRe kenede (f.) keteb / buktub ketb l-ktaab mosque the Umayyad Mosque university neighbor to answer coming new pound sterling husband social group, whole wholesale week Friday sock inside (adv.); inside of (prep.) hungry k electricity speech; talking dog too; further again, once again Canada to write writing the marriage contract ke?k (coll.) (s. keke) kaan fii ?ilu kbiir (kbaaR) keef Taele keefak kibde kibriit (coll.) (s. kibriite) kiif kiilo (-waat) kilwe (kelaawi) kniise (kenaayis) kniisit 1-?yaame koLooNye (f.) ktaab (kutub) ktiir (ktaaR) kubbe kull 1-kull kull-me kull-me btivthii nefsek kull faam w-?entum bixeer cookies (a cookie) he had big; old wish, desire; discretion, option as you (m.s.) wish liver matches (a box of matches) how? kilogram kidney church Church of the Holy Sepulchre cologne book much; many; very kubbe each, every; all; any everybody; all all that, everything that all that you (m.s.) might want May every year find you well. (Lit. Ab.) kunDeRa (kanaadir) shoes kuuse (coll.) squash ( a squash) (s. kuusaaye) 314 kwayyis (-iin) good 1- la- la?/laa la? ?ebeden lebbas / bilabbis (la) laHes / bilHes laHim (coll.) (s. laHme) laHim be?aR laHim maswi leHim xeRuuf lammae la-weHdak law law samaHt la-Lind laa ... wa laa laa?a / bilaa?i laabis laakin laazim (+subj.) leel (coll.) (s. leele) leel NhaaR leele (layaali) leelt mbaariH the to, for no not at all to dress s.o. in; to put s.th. (on s.o.) to lick (up) meat (a piece of meat) beef shish kabob lamb (meat) when alone; by yourself (m.s.) if if you (m.s.) please as far as (place), to neither ... nor to find; to meet wearing; has put on but necessary; must, should night, nighttime (a night) night and day night last night leeRe/liiRe (-aat)lira, pound li?ennu because libis / bilbes to put on; to wear liibye (f.) Libya liiRa/leeRe (-aat)lira, pound l-kweet (f.) Kuwait lisse not yet looz (coll.) almonds (s. looze) lubnaan (f.) lubnaani (-yyiin) luya (f.) m?aabele (-aat) m?aabil me/maa ma?beRe (ma?aabir) madiine (mudun) madrese (medaaris) medresit l-mikaaniik Lebanon Lebanese language m interview opposite to, across from not cemetery city school school of mechanics meD@ / biMDi to sign meftuuH (-iin) open 1-mayrib (m.) Morocco maHell (-aat) place; shop maHkeme (meHaakim)court of law meHkeme sariyye (Islamic) legal court maHruus (-iin) son (lit., guarded) majnuun crazy, insane (majaaniin) 315 makteb beriid Post Office mektebe library; bookstore mektuub (mekaatiib) letter; message melaabis (pl.) clothes melHeme (melaaHim) meat shop; butcher meliH (coll.) salt (s. Hebbet meliH) melik (mluuk) king melyaan (-iin) full (of) melyoon (melaayiin)million memnuun (-iin) grateful merkez (meraakiz) center merkez l-buLiiS the police station meRRe (-aat) once, one time mese evening mese l-xeer good evening! meselen for example mesiiHi (mesiiHi- Christian yyiin/coll.: mesiiHiyye) mesjid (mesaajid) mosque mesruur (-iin) pleased, happy masse / bimessi to bid s.o. good (bi-l-xeer) evening ?eLLe ymessiik good evening! bi-l-xeer (to m.s.) make / him~i to walk me@Gel (?em~aal) proverb mewluud (-iin) born mewid (mewaa?iid)appointment meyy (m.) water me ZuNNiiv I don't think so me? me? BeD me? s-selaame me ??uul meTaas (-aat) meeleesv meluum me ?muul maa daam v maa saaLLe maa temmer wele ?emmeR si maal (?emwaal) maaniT (mewaani?) maasi (-yiin) maat / bimuut maat ele mbaariH mferre?: bi-l- mferre? myellib (-iin) myellib Haalek with together, with each other goodbye (response to xaaTRek) reasonable salary; stipend O.K., nevermind certainly, of course macmul (a pastry) as long as praise be to God! (surprise or praise) to come to nothing money; wealth objection walking to die to go crazy over, love yesterday retail bothering, causing trouble for bothering yourself (m.s.) .... . . / LL . ... . meyuul (-iin) masruub (-aat) maswi (-yyiin) busy; occupied drink, beverage roasted 316 mhendis (-iin) miHtaaj (-iin) (with or without miilaad (mewaaliid) miin miit ?ehle w-sehle miifaad (mewaaTiid) mikaaniiki min min ?elb w-Rabb min feDLak min hel?eet w-TaaLiT min Husn 1-HeZZ min Husun HeZZ... min jumlit min weRa rain zemaan engineer in need of, to need le) birthday who? welcome! (lit., a hundred welcomes) appointment mechanic; mechanical from very hard, in all earnest please (requesting a favor, to a man) from now on fortunately fortunately for... from among from behind; because of a long time ago, for a long time mi'tri (f. -yye) miwaaR (masaawiir) mit?ekkid (-iin) mit?essif (-iin) miteen mitfaDDiL (-iin) (Tele) mitil mitil-me mitil-ma biddkum mitil-me biswe mitir (mtaar) mitsekkir (-iin) mitewwid (-iin) (TSela) miyye/miit- (aat) mneen mniiH (mnaaH) motoor (-aat) mooz (coll.)(s. Habbet mooz) mRewwiH (-iin) msejjel (-iin) msaafir (-iin) mSeDDef mTeRReZ mudiir (mudeRe) muhimm (-iin) having bought trip; promenade sure, certain sorry two hundred doing (s.o.) a favor like, such as as (conj.) as you wish according to what he's worth meter (distance) thankful accustomed to hundred from where? good, fine motor bananas (a banana) returning (home) registered traveling, going inlaid with mother- of-pearl embroidered director, manager important mislim (misilmiin) Muslim (adj. or noun) mistaTjil in a hurry, hurrying (mistej' liin) mistidd (-iin) ready mis not (neg. particle) mis beTTaaL not bad; good mii heek isn't it so? milsmis (coll.) apricots (an apricot) (s. Habbet mivmis) mivthi (-yyiin) desiring, longing 317 muHaade@9e (-aat) muHaaDaRe (-aat) muHaaDiR (-DRiin) muHaami (-iin) mujaamale (-aat) mumkin munaasabe (-aat) bhe-lmunaasebe muntezeh (-aat) musiiqg (f.) mustesfG (-yaat) musteidd (-iid) musuT/muST (mvaaT) muwaafe?e (-aat) muiZem mweZZef (-iin) mx@SSGS la mellim (-iin) Mebruuk MabSuuT (-iin) (min) MehiR (MhuuR) MGNZGR (MeNaaZiR) MeRe/MORet- (niswaan) conversation lecture lecturer lawyer formality, courtesy; flattery perhaps; maybe occasion, opportunity on this occasion park music hospital ready, prepared to comb approval most of (Lit.Ab.)(foll. by noun or pronoun) employee designated, specialized for teacher M blessed; congratulation! happy, well; pleased (with); rich, wealthy dowry sight; scene woman; wife MeRHebe (MeRaaHib) hello MeRiiD (MuReDe) sick, ill MeRR / biMuRR fi to pass through MeSaari (pl.) money MeSiR (f.) Egypt MeSRi (-yyiin) Egyptian MeTeR (?eMTaaR) rain MeTaaR (-aat) airport MeTBex (MeTaaBix) kitchen MeT~em (MeTaa?im) restaurant MeZBuuT correct MaaDi past, last MBaaRek blessed n n?abel / bini?bil to be accepted, approved nbeSet / binbe@at to be sent neb@H / binbeH to bark nefs (nfuus)(f.) desire; appetite; nefs 1- the same nSTem yes naade / binaadi to call (s.o.) s! naal / binaal to obtain, get naas (pl.) people naawi (-yiin) planning, intending ndell / bindell to be directed to Taele neers (-aat)(f.) nurse 318 niHne nisi / binse niyyaal- nizil / binzil noom nte?el / bint?il nuuR (?eNwaaR) nweled / biniwlid Nehir (?eNhaaR) Nehir beRada Nehr n-niil NeSeH / biNSeH NeSS (NSuuS) NBaSaT / binibSiT NDiif (NDaaf) NhaaR (-aat) NsaaLLa NuSS (NSaaS) NuSS 1-leel qeTeR (f.) qewl (?eqwaal) l-qaahiRe quRaaN (-aat) we to forget good for- to descend, go/come down sleep to move, change location light to be born N river the Barada River the Nile River to advise text to enjoy oneself clean day God willing half midnight q Qatar saying (n.) Cairo the Koran refe. / birfe riiH (f.)(?eryaaH) riiHe riji. / birje? rijl (?erjul)(f.) rijjaal (rjaal) rjuu? rubuT (rbaaT) Re?iis (ru?ese) Re ?S PRabb; R-Rebb Rebii? RebTe (-aat) ReMe / birmi ReMeDaaN ReTil (RTaal) RewweH / biRewwiH RaabiT~ Raafi¢ Raasu min waRe RaaH / biruuH RaaHe (-aat) Raaji (-iin) Raas (ruus) Raas maal r to raise, lift wind Jericho; perfume to return, go/come back leg; foot man returning, coming back (n.) one-fourth R president, head, leader dancing, dance lord; the Lord spring neck-tie to throw (away) Ramadan pound (weight) to return (home) fourth (he is) proud of to go leisure, rest returning head capital (money) 319 Raay (?aaRaa?)(fi) RaayiH (-iin) RaayiH jaay RaayiH zyaaRe Ruzz (coll.)(s. Hebbet Ruzz) RxiiS (RxaaS) se?el / bis?el sabe? sabeTmiyye sbe ?Ta ? sabaanix (coll.) s-sebt sebiin sefer safaaRa (-aat) sefiir (sufere) safre (-aat) sahhel / bisehhil (Tele) ?eLLe ysehhil ?eleek sehre (-aat) seHeb / bisHeb sejjal / bisejjil seken / buskun opinion (on) going going and coming; round trip going for a visit rice (a grain of rice) cheap S to ask (s.o. s.th.) seven 700 seventeen spinach Saturday seventy travel (n.), trip embassy ambassador trip to facilitate (for) May God give you good luck. pleasant evening, soiree to pull s.th.; to withdraw (money) to register to live, dwell salaame safety s-selaamu peace be upon you Teleekum (Lit.Ab.) sellem / bisellim to protect, keep ?eLLG ysellmak God protect you. sellem ele to give greetings to semeH / bismeH to allow, permit s.o. le (bi+noun)/ (s.th.)/(to do s.th (+ subj.) law sameHt if you (m.s.) please semak (coll.) fish (a fish) (s. semake) semme / bisemmi to name (s.o.)(s.th.) semme? / bisemmiT to make (s.o.) hear semmaan (sammaane) grocer semne shortening senduu?/SeNduu? box (senaadii?/SeNaadii?) senduu? beriid mailbox sane (sniin) year seter / bustur to protect ?eLLe yustur May God protect this he-laalem world. sawwe / bisewwi to do sewwed / bisewwid to disgrace; to spoil sewwedu sumfithum disgraced, spoiled i.) seyyaaRe (-aat) seiid (su?ade) saa? / bisuu? saafer / bisaafir their reputation car happy to drive (a car, etc.) to travel, depart, leave 320 saaHe (-aat) saakin (-iin) saalim (-iin) saa~Ted / bisaaid saayiH (suwwaaH) seeTae (-aat) sihir / bisher siigaaRe (segaayir) sijjaad (coll.) (s. sijjaade) sikirteeRo (-aat) simiT / bism? simiT min ?GLLa yisme? minnek sinn (snaan) sitmiyye sitt (-aat) sitte sittiin siTTas siyaaHe siyaase siS.ir (?esaaR) skuut/sukuut smiin (smaan) ste?bel / biste?bil stelem / bistlim yard living, residing safe, sound (without defect) to help, assist tourist hour; clock; watch to stay up at night cigarette rugs, carpets (a rug, carpet) secretary to hear to listen to, heed May God listen to you. tooth 600 lady six sixty sixteen tourism politics price silence fat to meet s.o. to receive stenne / bistenne steRaaH / bistriiH ste?jel / bisteSjil staTmel / bista mil sti?baal (-aat) s-sudaan (m.) sukker (coll.)(s. Hebbet sukker) sumSe (-aat) suxun suure (suwar) suuri (-iyyiin) suuriyye (f.) suu? (swaa?) swaa?a SebaaH l-xeer SebaaH N-NuuR SeBeR / buSBuR SeDii? (?eSDiqa) Saff (Sfuuf) SeHH / biSiHH 18 SeHHe SeHiiH (SHaaH) SeHin/SeHn (SHuun) to wait for to rest; to sit down to hurry, hasten to use, utilize reception the Sudan sugar (a grain of sugar reputation hot; warm; running temperature chapter (of the Koran) Syrian Syria market, bazaar driving (n.) S good morning! good morning! to be patient friend class to fall to s.o.'s share, become available to health right, true plate; dish 321 SeHHteen w-Taafye SeLeTo (-aat) SeLLa / biSeLLi SeSb (-iin) SaaHib (SHaab) SaaR / biSiiR Seef SiiNi (-yyiin) S-SubuH sebb (iebaab) sabbe? / bisebbiT saebTaan ~eyyal / biieyyil saheR/iShR (?eahuR) sehaade (-aat) sehaadit 1- bekeloorye sahr l-?esel aejaR (coll.) (s. eje8Re) eker / bu kur (?ele) 5ekk/Meekk (-aat) semm / biiimm (may it bring you) the best of health salad to pray difficult friend to become of; to hap- pen; (+ indicative) to start summer Chinese in the morning youth, young man to feed s.o. until he is full full, satiated (with food) to employ, occupy month diploma, certificate, degree baccalaureate, bache- lor's degree honeymoon trees (a tree) to thank (for) check to smell semm 1-hewe ar?i ~eriif (vurefe) v sarq sarTi (f. seriyye) seRef eRRef / bi eRRif aRRe ftuune seRT (ERuuT) saaf / bivuuf saahid (Khuud) v V s-saam (f.) saari? ( ewaariT) v saay seekk/vekk (-aat) seex shuud (s. vaahid) sii/?iii (?Gsye) sirib / biirab sirke (-aat) irkit safer gite (m.) Emaal 4tayal / biityil Etehe / biithi itara / bidtri to go for a promenade; to have a good time oriental, eastern honored, sublime east legal, lawful honor to honor you have honored us condition, stipulation, proviso to see witness Damascus street tea check sheikh witnesses thing, something to drink company travel agency winter left (direction) to work to desire, crave to buy 322 Au d-dew Eu fii Eu maalek su Raayek what? What's the matter? What's the matter (with it)? What's the matter with you (m.s.)? (+ subj.) how about *00?o ubbaak (Sebaabiik) window sufeer (gufeeriyye) chauffeur guyul (?eayaal) work summaam (coll.) cantaloupes (a (s. Hebbet summaam) cantaloupe) wayy a little; a while t temm / bitimm to be completed, take place temmer / bitemmir to produce; to bear fruit terbiye education tawfii? success; granting success to nuskur ?eLLa Sele We thank God for His tewfii?u ?ilne making us successful. tezkere (tezaakir) ticket teaaal come! (m.s.) teS?eb (?etTaab) trouble; pain te?baan (-iin) tired te?liim instruction, teaching; education taajir (tujjaar) merchant taalit third taani second; other taariix history; date t?aabel / bit?aabel t?iil (t?aal) te?riiban teHt taksi (-iyyaat) teletmiyye teletiin t-telaate telj (tluuj) tameniin tamenmiyye temente ~ temaanye to meet (each other) heavy about, approximately (prep.) under, beneath; (adv.) down, down- stairs taxi 300 thirty Tuesday snow; ice eighty 800 eighteen eight (tewaariix) tfeDDeL tfeRRej / bitfeRRej ele tyadde / bityedde tHelle / bitHelle tHessen / bitHessen tilmiiz (telaamiiz) t-tineen tiseTmiyye tise?Tees please be so kind as to... to look at, watch to eat lunch to have sweets to get better, improve student Monday 900 nineteen 323 tis?e nine tisTiin ninety tiSbiH Tele xeer good night! (to a man) tjewwez / to marry bitjewwez tkellem / to speak bitkellem tmerren / to practice (s.th.) bitmerren (STele) tneen two tRe??a / bitRe??e to be promoted tsejjel / to be registered bitsej jel tseRRef / to be honored bitseRRef ttefe? / bittfi? to agree (to do s.th.) tuffaaH (coll.) apples (an apple) (s. tuffaaHe/Hebbet tuffaaH) tult (tlaat) one-third tPeRRef / bitSeRRef Tele tSTaea / bite~e Te?S Tebex / buTbux Tebix/Tebx- TeBTan Teleb (-aat) TeLeTTeXsv TeLe? / biTLe? TeRef (?eTRaaf) TeRD (TRuuD) TeRii? (TuRu?) TewweL / biTewwiL TeyyaaRe (-aat) Teyyib (-iin) TeQMe / biTeMi Taa?iyye (Tewaa?i) to meet, get to know to dine, have supper T weather to cook cooking; cooked food of course, certainly request; application thirteen to go out party, side (to a con- tract, dispute, etc.) package, parcel road, way to stay long, prolong airplane fine; delicious; well, alive, in good health to feed (s.o. or s.th.) hat, cap tumm (tmaam) tuunis (f.) twe??ef / bitwe??ef (Tele) twekkel / bitwekkel Tele twekkelne ?ele ?eLLe twesse? / bitwesse? tweZZef / bitweZZef tejjeb / bitTejjeb mouth Tunisia; Tunis to depend (on) to rely, depend on O.K. (lit.: we rely on God) to become enlarged to be employed to be surprised, astonished Taabi? (Tewaabi?) floor, story TaabiT (TewaabiT) stamp Taafi taffy TaaLib (TuLLaab) student TaaR / biTiiR to fly TaayiR flying; has flown TaaZe (invariable)fresh 324 TeeR (TyuuR) THiine TiLyaani (TiLyaan) Tne? TSewweR / biTSawweR Tuul Tuul 1-we?t Oaanewi (f. iyye) W- w-?inte bxeer we?t (w?aat) wedde? / biweddiT weffeR / biweffiR wejje / biwejjiT wele i weled (wlaad) weLLa weLLaahi weRe weRe? (coll.) (s. weRe?e) weRe? ?ineb weRe?e bird sesame seed oil, tahina Italian twelve to imagine length the whole time 0 secondary w and (response to) good night (to a man) time to take leave of s.o. to save (time, money, etc.) to hurt, cause pain nothing at all boy indeed; certainly; by God indeed; certainly; by God behind (adv. or prep.) paper; leaves (a sheet of paper; a leaf) grape leaves note, bill weRe?et eieR ten-dollar bill duulaaRaat weRa?et TeeR ten-pound note liiRaat weSSe / biweSSi to request; to entrust (+ subj.)/(Tele) (s.o. to do s.th.)/ (with s.th.) weziir (wuzeRe) minister weziir minister of the interic Dr d-daaxiliyye weziir l-meaarif weziir 1-maaliyye weziir S-SiHHe weZiife (weZaayif) we-Teleekum s-selaam waaHed 1-waaHed ween = feen ween-me ween-me kaan wi?if / bi?ef minister of education minister of finance minister of health job; profession and peace be upon you (response) one; person; individual a person, someone where? wherever wherever it is to stand; to come to a stop, stop wille/welle or winte bxeer good night (response) wisix (-iin) dirty wiSil / biSeL to arrive, reach wizaare/wezaare ministry wizaarit t-terbiyeMinistry of Education x xabariyye xeBeR (?exBaaR) piece of news news 325 xefiif (xfaaf) xele? / bixli? xelle / bixelli xelliikum kemaan swaay xelliine xeLeS / buxLuS xeLLeS / bixeLLiS xemesmiyye l-xemiis xemse xemsiin xeriif xeRBaan xeRReb / bixerrib xeRuuf (xirfaan) xess (coll.) (s. Raas xess) xeTiibe (-aat) xeTiiB (xuTTaaB) xaamis xaatim (xewaatim) xaaTRek xeer xibRe (-aat) xtelef / bixtlif (.ele) light, not heavy to create to leave alone; (+ subj.) to let s.o. do s.th. stay a little longer let's (do s.th.) to be finished to finish, complete 500 Thursday five fifty autumn broken down, out of order to destroy lamb lettuce (a head of lettuce) fiancee suitor, fiance fifth ring goodbye! (said by person leaving) well-being, good (n.) experience, expertise to disagree (over) xtelef / bixtlif ?en xubiz (coll.) (s. xubze) xud RaaHtek xuDRe (f.) xuSuuSen xuTbe xuuri (xuweRe/ xewaaRne) xyaaR (coll.) (s. xyaaRe) to be different from, differ from bread (a piece of bread) take your (m.s.) time vegetables especially engagement priest cucumbers (a cucumber) ye ye Reet ye selaam 1-yemen (m.) yemiin yeTni yi?ef Tele rijlee O! (vocative particle) would that (it were so); I wish; if only my goodness! how nice! Yemen right (direction) that is to say, i.e. to stand on his own two feet yoom (?eyyaam) ysellim ?ideek (Tele) l-yuunaan (f.) yuunaani (yuunaan) day thank you (for) Greece Greek (n. or adj.) zeker / buzkur zemaan (?ezmine) zewaaj to mention period of time, time marriage 326 z@Slaan (-iin) zaad / biziid ?eLLe yziidek vseRef zaaki (-yiin) zaaR / bizuur zift (invariable) ziine (-aat) ziRaaTe zyaade Lele zyaaRe (-aat) ZGNN / biZuNN ZyiiR (ZyaaR) Te = Tel Ta he-lxeberiyye Ta-l?aeliile Ta l-MeZBuuT Te Raasi w-Teeni Tq?il/Te?l (?Tuul) Tebbe / biTabbi 1- afw Lafwan ala Lala keefek il l-yamiin angry, mad to increase, give s.o. more of s.th. May God increase your honor. delicious to visit terrible; lousy decoration, ornament agriculture in addition to visit z to think, believe small, little; young T to; on by the way at least really, truly with all my pleasure mind, intelligence to fill out; fill you're welcome you're welcome (in res- ponse to "thank you") to; on as you (m.s.) wish on the right ale aeRef T ele Tuul Taela xaaTRak Talaeaan = Tavaan Taelasaan xaaTRak Tamm (Lmaam) LemmeR / biTammir .emmaan (f.) ?an/Tann- Tan ?eriib Ten ?iznek Lariis (Lirsaan) LaRabi (f. -iyye; pl. aeReb) TaRRef / biTaRRif Lala ?aRuus (-aat/ TaRaayis) ?esel T@SiiR T9 9 (m.sX ahyaat) ?aaR Lahaan = Teleaan ?a aan heek Lttaal (-iin/ Lettaale) LaThaan (-iin) in honor of right away as you (m.s.) wish because of (prep.); in order that (+ subjunc.) for your (m.s.) sake (maternal) uncle (used for respect with non- relatives) to build, construct Amman concerning, about; in place of, on behalf of, for soon, shortly excuse me! (to a man) bridegroom Arabic (language); (an) Arab; Arabic, Arabian to introduce (s.o.) to bride honey juice evening meal ten because of; so that, in order that for this reason porter, carrier thirsty 327 .ewaR / biSwir Tayyed / biteyyid ?ayyed Tayyan / bi ?Tyyid / biTeyyin Tezem / biTzim ¢eziiz (-iinX1ele) T@Ziim (-iin, TuZama) ?aade (-aat) Taadi (-yyiin) Taafye (~Tewaafi) Taalem ('Tewaalim) Taam (?@?waam) SaaseR / biSaasir Teele (Tiyel) Teen (Syuun) (f.) to make s.o. blind to celebrate a holiday to wish s.o. a happy holiday to appoint (person, time) to invite dear (to) great custom; habit ordinary, normal (good) health world (Lit.Ab.) year to associate with s.o. family eye festival, holiday the Sacrifice Feast, Greater Bairam Christmas the Ramadan Feast New Year holiday to make, do grapes (a grape) to have; at (place); in the opinion of in my view Tinne Tinwaan (T~enaawiin) Lirif / biTRef Tisriin Tu?baal %umur ('maaR) Turs (.Raas) according to us address to know twenty the same to... age wedding Tiid .iid (?eTyaad) 1-?ODHG Tiid l-miilaad liid ReMaDaaN Tiid Raas s-sene Timil / biTmel Tinab (coll.) (Hebbet ?inab) Tind lindi 328 APPENDIX II CULTURAL AND USEFUL EXPRESSIONS For ease of reference, all the cultural and useful expressions included in this book are listed here in the order of the lessons they occurred in. 8 sihru sehre mniiHe 9 Heflit sti?baal Tele ESReff NsaaLLe weLLe 10 xeer-i-NsaaLLe RaayHiin zyaaRe beLLe min feDLek sellim ele tezkere RaayiH-jaay 12 niyyaalhum Ten ?eriib v ?eLLa ysellmak ?addees s-seeTe Ten ?iznek xaaTRek me? s-selaame 13 MeaRHebe MeRHebteen they had a pleasant evening a reception in honor of God willing by God; indeed good news I hope going for a visit please please (requesting a favor) give greetings to a round-trip ticket good for them! soon honeymoon may God protect you; response to /me? s-selaame/ or any other expression what time is it? excuse me goodbye goodbye (said by person remaining) hello hello (response to /MeaRHebe/) 329 14 15 17 18 t~seRRefna tfeDDal steriiH su Raayak fii Tindi maaniT ye selaam ysellim ?ideek (ale) SeHHteen w-Taafye seRReftuune me 1uum ?ehleen su btu?mur b-?addeesv ?ene HaaDir semm 1-hewe Tiid 1-miilaad kniisit li-?yaame 1-HeRem -eriif 1-mebka miv baTTaal min hel?eet w-TaaliT Tiid Raas s-sene Tiid RaMeDaaN ?-iid Z-Zyiir 1-fiid li-kbiir fiid I- ?eDHe ?aa weLLa We are (I am) happy to meet you. please sit down! what do you think of . . .? O.K., I have no objection my goodness! thank you (for)(having done something for me) (May it bring you) the best of health you have honored us of course welcome!; response to /MaRHebe/ What can I do for you? how much? (asking for a price) I am ready to have a good time Christmas Church of the Holy Sepulchre the Glorious Mosque the Wailing Wall not bad; good from now on New Year's holiday the Ramadan feast Lesser Bairam Great Bairam the Sacrifice Feast yes, indeed 330 19 ?ehle w-sahlG weLLaahi 20 .esaan heek kaan fii Tele Tuul min ?elb w-Rebb Raas maal 21 yoom min 1l-?eyyaam su maalak min zemaan 22 le? ?ebeden mamnuun 24 dektooR snaan waziir 1-meaarif waziir S-SiHHe waziir l1-xaarjiyye waziir d-daaxliyye ~e Raasi w-?eeni 25 1-BooSTe Deww t-trefik 7ele -smaal Tale 1-yemiin merkez l-buLiiS bi-Z-ZebT mii heek stenne swayy mit?essif mektuub faadi welcome! indeed; certainly for this reason there was; there were right away very hard (adv.) capital (money) one day what's wrong with you? a long time ago not at all grateful dentist minister of education minister of health minister of foreign affairs minister of internal affairs with all my pleasure the post office traffic light on the left on the right the police station exactly isn't it so? wait a minute! sorry ordinary letter 331 maktuub msajjel senduu? bariid Hwaale maaliyye 26 s-selaamu aleekum ?idaarit ?e maal TeZiim ?ize sameHt min Husun H@ZZ . . . 27 bitwe??ef T81e ?eRe suure min l-qur?aan bye?Tu hadaaye le BeD Tiid MBaaRak kull am w-?entum bixeer kull sene w-?inte Tayyib (saalim) STayyed Tele n-naas l-MebSuuTiin l-fu?eRa w-l-miHtaajiin bhe l-munaasebe l-Hemdille Te s-salaame ?eLLe ye'Tiik l-Taafye kull-me btisthii nefsek mwaffe? NvaaLLe ?eLLe yiHfeZk me ?eleei b-?izin ?eLLe bex ii registered letter mail box money order peace be upon you business administration great! with your permission luckily for . . . it depends on he read a chapter from the Koran they exchange gifts happy holiday may every year find you well may every year find you well he wished a happy holiday to the wealthy people the poor and the needy on this occasion welcome back! (lit., May God give you good health.) all that you like good luck! thank you (lit., May God keep you.) nevermind God willing (lit., with God's permission) tip 332 28 biTRafu BeSD biHubbu BeD Te l-MeZbuuT yoom 1-xuTbe katb li-ktaab v maHkame sarTiyye Tu?baal indkum SaaRlu zemaan mitjawwiz xeTab ?ebil sane ?aLLe ybaarik fiik Heflit ?urs v xelliik kemaan swayy DeRuuRi ?eRuuH hel?eet me Zunniis xelliine nismae? minnak yurfit sti?baal yurfit noom su fii Tindek leHim xeRuuf leHim be?aR 29 wale i yelabitkum RaaHe w-?inte bxeer tiSbiH ?ele xeer d-dinya leel memnuuniin ktiir ?ilik they know each other they love each other very much engagement day writing the marriage contract (Islamic) legal court the same to you he has been married for a long time he got engaged a year ago (response to /Mabruuk/) (lit., God bless you) wedding party stay a little longer! it is necessary that I go now I don't think so write us! (lit., let us hear from you) living room bedroom what do you have? lamb (meat) beef nothing no bother (lit., your bother is rest, leisure) good night (response to /tiSbiH aele xeer/) good night! (said by person leaving) it's night (time) (lit., the world, globe, is night) thanks a lot (lit., we are very grateful to you) 333 twekkelne Tele ?eLLe ?intu daaymen mitfeDDliin Teleene me fii6 mujaamelaat beenne l-?ehwe daayme NiaaLLe ysellim tummek benaat Helaal NiaaLLe Rebbne biferriHne fiik b-l-jumle w-l-mfeRRe? huwwe foo? r-riiH kaanu yhuufu BeTD ?eLLe yTewwiL umRek ?eLLe yustur he l-?aalem NuSS 1-leel TiliT beRRa ?eLLa yismea minnek friHne ktiir binhenniik bselaamit l-yaayib ?eLLe ymessiikum bi-l-xeer 30 ye reet lew bni?der ye reet ?eSaabit ?ideek mii mitil BeSD sewwedu sum9 ithum O.K. (lit., we depended on God) you are always doing us a favor (lit., we don't have formalities between us) I hope that the coffee is always served on such occasions as this you said the right thing! (lit., may God protect your mouth) (some) good girls (lit., hope that God makes us happy in you) Usually said to s.o. who, you hope, will get married. (by) wholesale and retail he is doing very well (lit., he is above the wind) they used to see each other (lit., may God prolong your age) May God protect this world! midnight he went outside (e.g., the room, house) hopefully! (lit., may God listen to you) we rejoiced (lit., we congratulate you on the safety of the absent one) good evening we wish we could would that!; if only! (lit., the fingers of your hand are not alike) they disgraced their reputation 334 maa temmer wela emmaer biduur Tale Raasu bidiir baalu Tele Haalu leel NhaaR r-rjaal bitbeyyin fi l-yurbe maTluum Raaf'iin Ruusne min weRaakum ween hel-yeebe HeS6L-ilne s-saReff he amounted to nothing he roams around aimlessly he looks after himself all the time, night and day men prove themselves in foreign lands certainly! we are proud of you where were you? (lit., where is this absence?) we have been honored 335    3'IoI5o 3 99 05 4 ALdto9w ( LAW (5;0000 AW AV /A AW AM 'Oof 4 OO/ 0.;/ AM AW woo0j) L6vjI M 46 A OY zl i 1VA