Ieee Arabic An elementary- Teer eT R= Eckehard Schulz ii lal Ceti ita Ml ee irm eet‘Standard Arabic An elementary ~ intermediate course This book presents a comprehensive foundation course for beginning students of written and spoken Modern Standard Arabic (MSA), provid- ing an essential grounding for successful communication with speakers of the many colloquial varieties. This long-established and successful text has been completely revised with the needs of English-speaking learners espe- cially in mind, and will prove invaluable to students and teachers alike. + step-by-step guide to understanding written and spoken texts + develops conversational ability as well as reading and writing skills + Arabic-English Glossary containing 2600 entries + fresh texts and dialogues containing up-to-date data on the Middle East and North Africa + includes Arab folklore, customs, proverbs, and short essays on contem- porary topics + grammatical terms also given in Arabic, enabling students to attend language courses in Arab countries + provides a wide variety of exercises and drills to reinforce grammar points, vocabulary learning and communicative strategies + includes a key to the exercises + accompanying cassettes also available Eckehard Schulz is Professor of Arabic Studies at the Oriental Institute, University of Leipzig. He is an experienced teacher and interpreter of Arabic and the author of several textbooks in the field.STANDARD ARABIC dias ycll Gall AN ELEMENTARY - INTERMEDIATE COURSE das y-i9g dee Leal d 994 ECKEHARD SCHULZ GUNTHER KRAHL WOLFGANG REUSCHEL Revised English Edition by ECKEHARD SCHULZ University of Leipzig Editorial Consultants James Dickins (University of Durham) Janet C, E. Watson (University of Durham) Alan S. Kaye (California State University at Fullerton) CAMBRIDGE NIVERSITY PRESSPUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, US 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa, bttp:liwww.cambridge. ong © English translation Cambridge University Press 2000 Originally published in German as Lehrbuch des modernen Arabiseh by Langenscheidt KG, Berlin, Miinchen, 1996 © Langenscheidt KG, Berlin, Miinchen 1996 ‘This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published in English by Cambridge University Press 2000 Sixth printing 2004 Printed in the United Kingdom at the University Press, Cambridge Typeface Monotype Times [Av] A catalogue record for this book is available from the British Library ISBN 0 521 77313 X hardback ISBN 0 $21 77465 9 paperback ISBN 0 521 78739 4 cassette setCONTENTS Introduction ix Notes for the User xi Abbreviations xiv Lesson 1 / 1. The Alphabet (Pronunciation and Writing) 1 Lesson 2 14 1. Article 14; 2. Gender 15; 3. The Equational Sentence 16; 3.3. Agree- ment in Gender 18 Text 1: Cod! (The House) 22; Text 2: 45 pili USS (A Telephone Call) 23 Lesson 3 29 1. Number 29; 1.1. The Personal Pronoun 29; 1.2, The Noun and the Adjective 29; 2. The Adjective 30 Text 1: tte | (In the City) 34; Text 2c: (3 (In the House) 34 Lesson 4 44 1. Radical, Root, Pattern 44; 2. The Broken Plural 45; 3. Declension and Nunation 45; 4, Stress 48; 5. Prepositions 48 Text 1: Gyo! | (In the Market) 50; Text 2: 821 cp! (How to get to ...2) 50 Lesson 5 56 1. The Perfect Tense 56; 2. The Verbal Sentence 57; 2.4. The Objective Clause 59; 3. The Nisba-Ending 60 Text 1: Jue) (The Reception) 62; Text 2: t+!) 5 (Down-town) 63 Lesson 6 68 1. The Genitive Construction (/dafa) 68; 2. Affixed Pronouns 70; 3. Definiteness (Summary) 73; 4. The Adverb 73 Text 1: te.) UL (A Letter to Mohammed) 75; Text 2: id! 2S 3 (At the Travel Agency) 76 Lesson 7 81 1. The Imperfect Tense 81; 2. Demonstrative Pronouns 82; 3. Diptotes 85 Text 1; Jl: (At the Greengrocer’s Shop) 88; Text 2: pxlaa!\ 3 (In the Restaurant) 88 Lesson 8 95 1. Subjunctive and Jussive 95; 2. The Imperative 96; 3. Negation 97 Text 1: tale jle{ (World News) 101; Text 2: 45a. (At the Bookshop) 102vi Contents Lesson 9 109 1. The Dual 409; 2. The Numerals 1 and 2 11; 3. pS “How much/many” 112; The Names of the Months 114 Text 1; esl (My University) 1/6; Text 2: Susill . (In the Hotel) 117 Lesson 10 123 1. Cardinal Numerals 123; 1.9. The Year 127 Text 1: Oyeloty pd! (slam and the Muslims) 130; Text 2: ue dem-ll (At the Registration) 131 Lesson 11 136 1. The Perfect Tense of Verbs with y or cs 136; 2. Word Order: 3} and the Subject of the Sentence 138 Text 1: (xsi j! 4S (The Speech of the President) 141; Text 2: tiruo Ulir (Interview) 142 Lesson 12. 149 1. The Imperfect Tense of Verbs with 5 orcs 149; 2. Subjunctive and Jussive of Verbs with y or (151; 3. The Imperative of Verbs with y or is 152; 4. The Verbs (gl, sl= and sl, 752 Text 1: OLSU Syl ol J) 2 x4 (The Riyadh International Book Fair 154; Text 2: \a)) ue (At the Exchange Office) 155 Lesson 13 162 1, The Use of OLS 162; 2. NS and aur 164;3. ni 165; 4., ae He and cto} | sof 166; 5. ist 167 Text 1: GLaiY) pr (The Human Body) 170; Text 2: nde) ce (At the Doctor's) 171 Lesson 14 178 1. Forms Il, HI and IV of the Verb: 178; 2. The Attributive Relative Clause 179 Text 1:dealte sls (World News) 183; Text 2: {lal 3 (In the Pharmacy) 184 Lesson 15 194 1. Forms Il, Il and IV of Verbs with 3 ors 194; 2. The Nominal Relative Clause 196 Text 1: sl reali ele — (The Climate of the Desert) 20/; Text 2:.¢] U> 3! sl pwall (A Trip to the Desert) 202 Lesson 16 209 1. Ordinal Numbers 209; 1.6. Dates 2/1; 1.7. The Time 212; 2. Numeral Adverbs 2/4; 3. Fractional Numbers 2/4, 4, Numeral Adverbs of Reiteration 2/5; 5. Decimal Numbers 2/6 Text 1:.3L> 2, (My Curriculum Vitae) 217; Text 2: tax j! des (Renewing the License) 217Contents vii Lesson 17 224 1. Forms W and VI of the Verb: 224; 2. Word Order 225; 3. Genitive Constructions with 33 and 213. 227 Text 1: Gal) sue 4b (Sports and the Arabs) 230; Text 2: Gale! 3 (In the Sports Ground) 230 Lesson 18 237 1. Forms VI, VII, IX and X of the Verb 237 Text 1: &a yeu! cy UL, (A Letter from Saudi Arabia) 241; Text 2: LJ) Tubs A (Driving Abroad) 242 Lesson 19 248 1. The Passive Voice 248; 1.4.3. About the Construction of Doubly Transitive Verbs 251; 2. Some Characteristic Features of the Derived Forms 25/ Text 1; Laasly opi (The Arabs and Oil) 257; Text 2: 3jle slate) (Rent a Car) 258 Lesson 20 264 1. The Collective 264; 1.3. Names of Nationalities 264; 2. The Feminine Nisba 265; 3. 33 and ol 266 Text 1: Lelyzh 8545 (Symposium on Agriculture) 271; Text 2: Sy laos! (In the Market of Fruits and Vegetables) 272 Lesson 21 280 1, The Participle 280; 1.1, Patterns of the Participle 280; 1.2. The Usage of the Participles 285; 1.2.2. Shortened Relative Clauses 285; 1.2.3. The Participle as Predicate 287; 1.2.4. The False Idafa 288; 1.2.5., 1.2.6. Participles and Adjectives as 1" or 2™ Term of the /dafa 289; 1.2.7 Impersonal Expressions 290 Text 1: gall pla 3 Zula! 491659) (Political Systems in the Arab World) 292; Text 2: Sire tlie (Interview) 293 Lesson 22 302 1. The Infinitive 302; 1.2. The Use 303; 1.2.2. The Infinitive instead of a Subordinate Clause 303; 1.2.4. Functional Verbs; Functional Verbs instead of Passive constructions 305; 2. Adverb and Adverbial Constructions 306; 2.3, The Usage 307; 2.3.3.3. The Cognate Accusative 309 Text 1: feitnolly lecll (Education and Future) 370; Text 2: < +): 26 consonants (@SL- 3)'+-) and 3 vowels (Gils 4,'>), Two of the three, however, occur both as vowels and consonants. 1.1. The characters and their pronunciation The following consonants have more or less similar equivalents in English and therefore should not present any difficulties. "Hamza like f’aJin arm, like ['i] in inn, like [‘00] in ooze (nitial occlusive element, glottal stop) be 5a, like (67 in big t 2 Ta like (47 in tea th 8 Tha’ like /th] in three it Jim like /g] in gentle kh & Kha’ like fch] in Scottish English, loch de Stal like fd] in door dk = 3 ~~ Dhal like [th] in the > Rr like /r] in Scottish English, room z 3) dy like /z] in zero 5s Sin like /s/ in sun sh Shin like s] in sure f a Fa like (7 in fog k 3S kaf like /&] in key 1 J Lim like (7) in long, live or luck m @ Mim like {m] in monkey oO hua like fn] in noon hoo8 Ha’ like fh] in hot w 9 Waw ‘like fw] in wall Ss a like {y) in year Arabic has the following long vowels: ‘lif like fa] in far ¢ wa like fee] in deer 3 Waw like foof inschool sR =2 Lesson 1 AL The short vowels a (hut, pad), i (If) and u (look) as well as the diphthongs ay (write) and aw (like in how, but short) are also the same as in English. Cf. Gr 1.2.2. The following letters are typical Arabic consonants which do not have equivalents in English and can only be learned by regular practicing with native speakers: hoot Ma like [hj articulated with friction * & *dyn like [a] articulated in the pharynx with friction gh & Ghayn like the Parisian /r] in renaissance se Sad like /s) articulated with emphasis dy Dad like /d] articulated with emphasis 1 + fw like /t] articulated with emphasis 7 + w@ like voiced /th] articulated with emphasis q & of like [k] articulated with emphasis The last five of these consonants are the so-called emphatic consonants. They normally affect the pronunciation of adjacent consonants, vowels and diphthongs. Their correct pronunciation and the modifications in the adjacent sounds need special practicing, 4.42 The order of the Arabic consonants according to the place where they are articulated: bilabial: 5, mw labiodental: f interdental: dh, th dental: atdt prepalatal: 1, 1,7,5,35,85hJ,¥ postpalatal: —k velar: gh. qth pharyngal: *, Jaryngal: Vh 1.2. Writing 1.2.1. Arabic is written from right to left. The letters differ in size, but there are no capitals. Each of them has a basic form, but modifications in their shapes occur according to their positions in words. A number of letters share the same shape and are only distinguished by diacritic dots: Examples: 5 Nan, 5 Ta',4 Tha’, . Ba', Ya’ The letters | > 3) j sare only connected with the respective preceding letter, whereas all the others,are connected with both sides. The shapes of Arabic letters are generally similar both in script and printed form. However, a few differences occur (see Lesson 3).Lesson 1 3 This book plans for the student to learn how to read and write the Arabic characters at the same time. For that reason we suggest beginning the writing exercises with the characters in their printed shape and to proceed step by step to script. In this way the prototypes of the Arabic characters impress themselves on the student’s mind both when being read and written. Introducing script already in Lesson | might result in severe confusion. Nevertheless the way the characters are actually used in script must be taken into account at as early a time as possible, ic, as soon as the student has a fairly good command of the Arabic characters. This can be achieved by the students reading print type and writing script from that time onwards. The peculiarities of script are put together in the form of tables at the end of Lesson 3. These tables include a number of words previously introduced to the student which are contrasted with each other in print type and script as examples. It is recommended that the teacher uses Arabic script from Lesson 4 onwards when he/she writes examples on the blackboard, and to practice it with the students as well. 1.2.2, Auxiliary Signs (oS pf ince Arabic expresses only long vowels by special characters, a system of auxiliary signs was developed to distinguish whether or not a consonant is followed by a short vowel. But normally these signs do not appear in printed or written texts, since the reader who is acquainted with the morphology of Arabic will be able to read the words correctly without such signs. The auxiliary signs are mainly used in the Koran, poetry and children’s books. Texts which contain such signs are called vocalized texts, whereas those which do not have them are referred to as unvocalized. In this book these signs are only used when they are essential for proper reading. The signs may be divided into two main groups: 1. Short vowels (for which Arabic has no characters) Fatha = a short oblique stroke (~ ) written on top of the letter 4 ba,5 fa, wa denoting that the consonant is followed by a short a. (Fatha followed by Alif= long @: % ma) Kasra = a short oblique stroke ( _ ) written below the consonant a bid Ti, mi denoting that the consonant is followed by a short i. (Kasra followed by Ya'= long i: j=5° kabir) amma = a sign similar in shape to a small Waw ( ” ) written on top of the letter Le made, 9S aur, «haar denoting that the consonant is followed by a short u. (Damma followed by Waw = long a: 0 s5 Nan)4 Lesson 1 2. Other signs Sukiin = asmall circle (" )on top of the letter tahta, 2:25 nahnu, ys min denoting that the consonant is not followed by any vowel. Shadda = a small Sin (“ ) written on top of the letter denoting that the consonant is doubled, which is pronounced in a somewhat prolonged way then. Fatha and Damma are written on top of Shadda, whereas Kasra may be placed either below Shadda or below the doubled letter: SIC shubbik, ple [plat mutaltim, @ tagaddum Madda = a sign on top of Alif (1 ) denoting a long 'a. OW alana, OV) al-qur'an Diphthongs: Fatha followed by a 4 with Sukin denotes the diphthong aw, whereas Fatha followed by a .s with Sukin denotes the diphthong ay: Clawh, 83 fowga, % bayt, HS kayfa 1.2.3. Hamza + and Ta! marbita’ Hamza, which has the shape of a small “Ayn, normally needs a character to “carry” it. The characters which carry Hamza are { (Alif), $ (Waw) and ts (Ya"), and they are referred to as chairs of Hamza. At the beginning of a word the chair of Hamza is always Alif: EH tanta, ‘umm, 2) ‘in (see the rules for writing Hamza in Lesson 24.) The 7a' marbija 3 is a special form of the 7a’. It only occurs when final, and denotes feminines. It is pronounced as a short a when the word occurs isolated. However, if the word is the 1* term of a genitive construction, it turns to ¢ (cf. Lesson 6). 1.2.4, Allah (God) is mostly written in the form of «lll (in calligraphy: 408) , The Shadda above the Lam shows that the Lam is doubled here; the small Alif above the Shadda means that a long d has to be pronounced after it. This small Alifis also put in the word rahman (the Merciful) and others, ie. a long @ has to be pronounced after it here as well. Thus the following image is produced in a calligraphy, representing the text “In the name of God, the Merciful, the Compassionate”: Such writings designed artistically are only readable with some experience and are predominantly in use in editions of the Koran as well as in mosques.Lesson 1 5 Here are some more uncommented examples, which you can decipher together with the teacher: soe) chs SE 1.2.5. The alphabet in its traditional order name ofthe | transliteration | isolated final medial initial — | letter position position position position _| Alif a y U , mw | 6 |o |e | = fo | Ta’ t 2 eo ee 3 | Tha’ th o ae a 3 Jim j t e ~ > aa z ee eee eed Kha’ kh é & ~ > Dal d > re ao > Dhal dh 3 ne a 3 Ra’ r 2 - > 4 | z 5 cs + 5 s v o ~ ~ sh oO a ec a 5 a eo ~~ ~ q wed * = ~ t b be a + z & & be sb e t t a 5 gh co & a + tf a a a 4 q 3 & a a k 3 hk sm Ss 1 d oe + 4 m rc ae “ n o oe + 3 h ° “ + 2 a 3 + > 2 r ¢ ea = 26 Lesson 1 GA3 1. The first letter of the alphabet is actually Hamza, but since Alif is the chair of Hamza in most cases, it appears in its place as the fisst letter. In the grammar part of this book Alifis written as | when Hamza is vocalized with Fatha, if it is not a Hamzat al-was! (cf. Lesson 2, p. 38). 2, The transliteration system inthis book ignores Hamza in the initial position. That isto say, <1 # » or U are transliterated as umm, anta and in, and not as ‘umm, ‘anta and ‘in 3. Ya" (LS) without diacritical dots in the final position is always preceded by Fatha and is Pronounced as the long vowel d.: cg! ila, gle “ald, (t+ mata. Final ¥a’ (5) with diacrtical dots is usually preceded by Kasra: 3 ff, .gtS kiaabr. However, many texts do not seem to be consistent in regard to the use of diacritical dots with os when it oceurs in the final position. Exercises In the exercises of Lessons 1, 2 and 3 (which will take about 3 weeks) the basics of the Arabic pronunciation and writing are taught. The principle is hearing - speaking - reading - writing. Since it takes a certain time - according to our experience - until the student is acquainted with reading and writing the Arabic script, we begin with exercises for hearing and speaking, which are based ona vocabulary of about 80 words denoting things and persons in the room. Using the direct method, we start speaking straight away, although the student does not know yet how the words which are used are written. At the same time the student memorizes the correct stress of the words without being required to know the rules, Since the first exercises are to be read at home by the students after having been discussed in the lessons, we have added the transliteration of the words despite some doubts which exist from the methodical point of view. The arrangement of the exercises in the form of three columns enables the student to check his way of reading at home with the aid of the transliteration. Nevertheless, we advise the student from the beginning to uncover only the Arabic column. The texts of the exercises of Lessons 1, 2 and 3 may be used as writing exercises later on. First, however, the student has to do the writing exercises of Lesson 1 (Ex8), which are composed according to the principle of similarity of the letters, and are to give him/her a feeling for a certain technique of writing. All words used in the exercises of Lesson 1 can be found in the vocabulary of Lesson 2.Lesson 1 7 Exi The teacher should read the following words aloud, and the student should repeat them after him/her. The teacher will correct the reading and comment on the pronunciation when necessary, and will make sure that the students understand the meanings by pointing to the things he/she refers to. The students are also advised to test their knowledge by covering the transliteration one time and the English equivalents another, and finally both the transliteration and the English equivalents, as-saldmu “alaykum ana canta anti wa ana wa-anta ana wa-anti anta wa-ana anti wa-ana anta wa-anti anti wa-anta huwa hiya huowa wachiya hiya wa-huwa ana wa-anta wa-huwa ana wa-anti wa-hiya Peace be with / upon you (one of the numerous Arabic forms of greeting) I (ihe a at the end of fis pronounced as a short a) you (m.) you (f) and (it precedes the following word without a gap between them) Tand you Tand you (f) you and I you (f) and I you and you (f) you (f) and you he she he and she she and he I and you and he Tand you (f) and she Se ptt uf eo ae8 Lesson 1 Ex2 Sec instructions for Ex1! ana muallim, Tam a teacher. ana muallima, Tam a teacher (f). anta alib. You are a student. anti {aliba, You are a student (f). Iowa talib, He is a student. hiya taliba, She is a student (f). ana mé‘allim wa-anta ‘Lama teacher, and you {allib. are a student. ana mu‘allim wa-anti ——‘Lamatteacher, and you (f) faliba. are a student (f). Juwa talib wa-ana He isa student, and 1 mutallim, am a teacher. hiya taliba wa-ana She is a student (f), and I mufallimn, am a teacher. hiya (liba wa-huwa (alib. She is a student (f), and he is a student. Ex3 See instructions for Ex1! una here a hundika there Bus und wa-hundka here and there Bla y Ue ana huna wa-anta hunaka, am here, and you are Bb if, wa of there. ana hund wa-anti hundka. Lambere, and you (f) are Ua it, uA uf there. Q Heb acl Raed Heishere, and she isthere. ik (ony UA anta hund wa-huwa You are here, and he is BU shy ta Gif funaka. hund warag. Here is paper. yyhund galam. huni kurrasa. runt kitab. hundi shanta. fund warag wa-huntka galam. fund kurrasa wa-hunaka Kitab. huna kita wa-hundka shanta. una {awila. und kursi. huna khizana, hund misbah. hund lawh, fund tawila wa-hunaka kursi. hund khizana wa-hunaka misbah. juuna khizina wa-hundika lawh uni bab. hund shubbak. und jidar. und bab wa-huntka shubbak. und jidar wa-hundka bab. Here is a pen. Here is a notebook. Here is a book. Here is a bag. Here is paper, and there is a pen. Here is a notebook, and there is a book. Here is a book, and there is a bag. Here is a table. Here is a chair. Here is a cupboard. Here is a lamp. Here is a blackboard. Here is a table, and there is a chair. Here is a cupboard, and there is a lamp. Here is a cupboard, and there is a blackboard. Here is a door. Here is a window. Here is a wall. Here is a door, and there is a window. Here is a wall, and there is a door.10 Lesson 1 Ex4 The teacher puts the following questions to the students: What is here? tau What is there? SHU G Who is here? Rs Who is there? and points at an object or a person while doing so. The student should answer ‘ua and adds the word that is accordingly by using the phrase ... “A or ... asked for. Teacher: What is here? sa Student: Here is a door. we Lh Teacher: Who is here? Gla Student: Here is a teacher. Teacher: — What is here, and what is there? Student: Here is a door, and there is a table. Teacher: Who is here, and who is there? Student: —_Here is a student, and there is a student (). The following words can be use: SEA ile CH ob Ex5 The teacher should ask the students to read the words and sentences of Ex1 - 4 again, covering the columns on the left and in the middle. Ex6 (Homework) Repeat Ex5! Ex7 The teacher prepares Ex8 by explaining the different letters according to the order given in Ex8. The teacher explains how to do Ex8, which is to be done as homework, and Jays special emphasis on those letters which cannot be linked to the following letter. Ex8 (Homework) The following exercise is planned to develop the students’ writing skills; it should not impart new vocabulary items to them. The examples given for each group of letters should be considered as an orientation for proper writing. It is very important that the teacher gives general hints with respect to writing in order to avoid the students using incorrect forms of writing.Lesson 11 im Sut Orbea S44 wc Connect the following letters which are written in their isolated form: Ste 6 He S oro HoH HO GH Se44.,qanun5¢ll) * OCH (AL dtEte (10 StEte 9 OH st IFOrOt este (15 Ot Ste (14 tlt (13 tote (12 Sty (18 SHOTS (17 Stotsty (16 Connect the following letters which are written in their isolated form: THe CO cte § Ste te 4 otet9 3 HeH@erta otgte U1 ety (0 Ste @ Stet, BetEte 7 StH 14 Gtetytete (3B etgtete (12 Trott UB tet HAT ete (16 Gte+0 (15 PAY sy 96} D> 06 Lacaa Connect the following letters which are written in their isolated form: cttete 4 stygtetote Bootle shots (1 etettete 7 gtotel 6 etutet 6 cists (1 vt (10 Std+otd 9 Sttoty (8 stot (4 Sty torte (13 ct yty (12 SHS (IT Otte (16 HStote (15 ott Q1S4e QO pote (19 tlt short 18 StH OS Stytys Q4 stg Q3 ete tj Q2 steels otyts 27 sttt, 2612 Lesson 1 apes La eG Ob ok 5 « FOF oe oe U2 YS 3-2 226 Yea po anene ee th bbb bb. Lb b+ Connect the following letters which are written in their isolated form: stltye 4 otltye 3 OF Str (2 O+S4 ur (I ttt BCH St HUT Utstute 6 Ut te tet (etety (0 ottet ye Ste (id otltet yt (8 Cte ty (12 ot stot ete (17 Ctot ye (16 ste yt yp (1S etitet] 20 ott (19 stots (18 wet stot 23 Stytb (22 stlrotuet] 21 tue (26 Gott! 25 oF bet (24 Jdtn AAS SG G44 Go 6 Si dbase WY Connect the following letters which are written in their isolated form: Gt yt SF St 4 lore B Ot ste (2 OFStE (I OFTtdH OO St yt st5 (8 GtyEtS (7 StEtotLe 6 J+5 (13 Stety 12 Styty CL etdtl+b (10 Stl ytyHlCT det e+, (16 St ytSte (IS d+ C14 SH Gt bro 20 ytstE tye (19 otestwtS (18 stbte rl 23 dtl yb 22 dtststh Ql Ttltetys 26 otto AS stttctys 24 M+ st te (29 b+ yt+ > (28 stgtetdt Q7Lesson] 13 BA cod ig we een Ugh « Ala 43h Lgy Los a al Connect the following letters which are written in their isolated form: dte (5 otbte (4 Hd+e(3 ete tO (2 prototl (I Wore (10 Etstete O Ett @B Wt (7 Ot otgtetdtete (3 ptdtete (12 Stito+e C11 Trt uote (16 FHOHHE SHE (IS Set ttt C14 cteetl (20 bot stote (19 ptt (18 S++ tg (17 etestotd (24 debtor (23 oltre 22 stot (21 Wotctote O7 Etttut! 6 pte tute OS Stebote 31 etote (30 S+yt¢ (29 ptltdt ttt (28 ptltote (32 See also the writing exercises at the beginning of the key!Lesson 2 1. The Article (Li 4! 3134) LL. The definite article “the” is Ufin Arabic. It remains unchanged for any noun, adjective, participle or numeral regardless of gender, case and number. Lf is connected with the following noun, forming a phonetical unit with it. There is no indefinite article in Arabic. the house ett atbayt house the notebook SUF a-turrasa | notebook — IS__aurrasa bayt ‘A nnoun which is preceded by the article Jf is called a definite noun. AI Although proper names are definite as such and therefore do not need the definite article, many Arab names contain the article. Ol “Lebanon”, 25 “Muhammad”, 249 “Damascus” But: al 2% Abdutiah”, 3354 “Jordan”, § ast “Cairo” Other possibilities of defining a noun will be taught later. 1.2. If the noun preceded by the article begins with one of the following consonants OS Bebe wer peypejegcdcocaee the J of the article is assimilated, and therefore not pronounced, and the respective above-mentioned consonant is doubled, i.e. it takes the Shadda: assimilated not assimilated the friend | gettell | ap-sadiq | the house al-bayt the man EE | ar-rajut_| the room al-ghurfa the sun viel | asheshams | the moon al-qamar @A2 The letters the J of the article is assimilated to are called Anna 4, > “sun letters”, the others are called 44 a5 3’, > “moon letters”, 1.3. The Hamza of the article f is only pronounced as a glottal stop when the respective word preceded by the article introduces a sentence or an independent part of a sentence. Otherwise Hamza is replaced by Wasla 1, which denotes that the | is no longer pronounced as a glottal stop.Lesson2 15 A Hamza that is pronounced is called Hamzat al-gay’, A Hamza that is not pronounced is called Hamzat al-wasl or simply Wagla. . ieee the teach tae He is the teacher. (belt eacher pail ronounced: Tuawal-mauallima al-méallim with the friend Gates | the friend otal [ pronounced: ma°as-sadiq | as-sadig Where isthe sun? | ¢ ati Z3f | the sun tt [ pronounced: aynash-shams ash-shams 1.3.1. All final vowels followed by the article Jf of the next word are pronounced as short vowels in order to allow smooth linkage between the words: fr al-bayt> fil-bayt 23% es elt +3 (in the house) ‘ala + af-tawila > ‘alat-fawila UglT le < wylaf + Je (on the table) 1.3.2. If a word ends with Sukan which is followed by the article Uf of the next word, the final Sukin usually turns to. Kasra, which fulfills the function of an auxiliary vowel: USIT AX < LE “Take the book!" The preposition y+ , however, takes Fatha as an auxiliary vowel: Ti “from/out of the house” Some pronouns and verbal suffixes which contain the vowel u take Damma as their auxiliary vowel. 3 Wasla is not printed in the following Arabic texts of this book; instead, Alif | without Wasla takes its place. 2. Gender (ll) . . There are two genders in Arabic: masculine (+) and feminine (£354). Words ending with 8 -a (Ta’ marbija) are neatly always feminine, whereas words which do not end with 7a” marbiga are mostly masculine. a4 Ta’ marbita is normally not pronounced as ¢, but as a short a when the word occurs isolated or at the end of a clause or a sentence (see also Lesson 4, Gr. 3. and Lesson 6, Gr, 2.2.1.1.), 41A5 A number of words denoting feminines do not end with Ta’ marbata: a) words for persons which are feminine by nature: A mother, eof sister, < daughter b) the names of most countries and of all cities16 Lesson 2 ©) designations of parts of the bady which exist in pairs: - hand, ¢* eye, ¢ 6) Some words are always used as feminines: (.25f land, ~~ sun 2) Some words are used as either masculine or feminine: gS knife, 3 y-* market, elacr sky Feminine nouns which are not easily identifiable as such are marked in this book by a (¢) placed behind them when mentioned forthe first time. 3. The Equational Sentence (iies9)! iLazuhy The simple equational sentence in Arabic language consists of two parts: the subject (4224f) and the predicate (au, It denotes a general present tense or an action taking place regularly and has no copula (i.e. derivatives of the verb to be). 3.1, Its subject may be a noun (pl), a personal pronoun (m2) or a demonstrative pronoun (Lt —. Its predicate may be an adjective (4,2), a noun, an adverb (3,4) or a prepositional phrase. (All these parts of speech can be found in the basic vocabulary.) The following structures occur frequently: Sentence structure 1 = The subject is a definite noun (3-4 2!) ora pronoun and appears at the beginning of the sentence. al) Noun = adjective The house is big. eee a2) Noun - (indef.) noun The man is a teacher, vl pi a3) Noun = adverb ‘The teacher is here. wtih batlf - prepositional phrase The teacher is in the room. 5S) B let bi) Personal pronoun ~ adjective Hei(it) is big. LS 3s b2) Personal pronoun - (inde) noun He is a teacher. pe > = (def) noun, He is the teacher. applnallb3) Personal pronoun - adverb He is here. wh - prepositional phrase He is in the room. cl) Demonstrative pronoun __- adjective This (one) is big. Pigia 2) Demonstrative pronoun —_- (indef.) noun This (one) is a teacher. welt (is 3) Demonstrative pronoun ___- adverb This (one) is here. ch (a = prepositional phrase This (one) is in the room. 4.46 A demonstrative followed by a definite noun may be ambiguous: (Hic Gd may be translated as: This teacher / This i the teacher. However, ifambiguity is tobe avoided, te personal pronoun mus be inetd: This isthe teacher. This isthe teacher H ‘The demonstrative pronouns |. and oi have a small ! above the -* when the words are fully vocalized, which is to denote the long vowel d: hidhd, hidhiht. However, in modem texts this | does not appear in the typeface. Sentence structure 2 = The subject is an indefinite noun (-S) and therefore appears at the end of the sentence. Adverb noun Here is a teacher. apples Ua Prepositional phrase = noun In the room there is a teacher. (There is a teacher in the room.) 3.2. In the ‘yes/no’ question the word order of the declarative sentence is retained, but the sentence begins with the interrogative particle J , or rarely f,18 Lesson 2 Is he here? Sa GAT Ua yh fa Is this big? G05 Vita FOS (ia Se In case of alternative questions the alternative particle ¢/ must be used: ernteee Is this big or small? thio A aS Wa ‘fo The interrogatives + for “what” and <* for “who” act as subjects in wh-questions: What is this? Who is this? What is here / there? Who is here / there? The interrogative pronoun must be followed by a personal pronoun if the predicate is a noun or an adjective. Who is a/(the) teacher? tele (ly Ste 4.47 In sentences which are introduced by a verb normally the interrogative'5\+ is used instead of s. 3.3, Agreement in gender 33.1. There is agreement in gender between the subject and the adjectival predicate, feminine subject = masculine subject = feminine form of the masculine form of the adjectival predicate adjectival predicate eR eer » of SET ar eal bl) . Itis big. nS cl) BS go This one is big. eyed Ni 3.3.2. Agreement in gender also exists between a pronominal subject and a nominal predicate: He is a teacher. She is a teacher.Lesson2 19 3.3.3. The question whether | codis <8 or .,# should be chosen as a predicate in a wh-question introduced by L« or gp is determined by the gender of the persons or objects referred to: What is this? Shia Who is this? Sia bs Who is he? Sate when a masculine is asked about, What is this? Who is this? Who is she? when a feminine is asked about. That is why the personal pronoun which has to be inserted into the wh- question must be _* when the predicate of the latter is masculine, and .,# when its predicate is feminine: ‘What is the name?/ What is his/her name? What is the sun? Who is a/(the) teacher? Ke SB Who is al/(the) teacher? Seba SN) Ct Ge GA8 Agreement in gender is also to be observed between the verb which introduces a sentence and the following noun: The masculine form ‘Los! and the feminine form ‘irs may be used for indicating existence, i.e, “there is”: The teacher is in the room. ‘The cupboard is in the room. Here is a teacher. Here is a cupboard. In interrogative sentences introduced by !3t+ the masculine ‘What is in the room? Glossaries are provided in each lesson from here forward. They contain all the words not yet known from the preceding lessons which occur in the texts, the exercises and some encountered in the grammar, Polysemous words are mostly20 = Lesson 2 only given their respective current meaning at issue in the text. The vocabulary items are listed alphabetically by root, i.e. Rj is invariably regarded as the first letter relevant in the order (cf. Lesson 4 about this). In the interest of clearness Fatha has only been inserted partially, Identifying the root of every word may present a difficulty to the student at the beginning. With increasing practice, however, she/he will quickly acquire the skill of finding every word in the glossary she/he looks for. This skill is nevertheless required so that the student will be able to use HANS WEHR’s DICTIONARY OF MODERN WRITTEN ARABIC edited by J. Milton Cowan, which is most frequently used and which is arranged according to the root- system. Here, another general hint is given, which will facilitate the student’s ability to find many words. ¢ (Mim) as the first letter of a word is rarely Rj, but is mostly a prefix (+ « * « +), The word 0%*2 is not entered under Mim in the glossary nor in the dictionary, but under Kid’, the word (as under Sad, and the word la under “Ayn. V (including the vocabulary of Lesson | and 2) father ell z of Welcome! Take (it)! (m/f) tgde tie | now brother Bee ET | atso, too sister eet e cot | where earth ys tc (eo) eit | Paris Allah, God Ai | not bad by God aly | door (prep.) to | house mother otf z if (prep,) under (prep. in front of (loc.) gut | down, downwards I Uf | good, “okay” you (m) Ht | new you f) st | watt you (2 p.pl.m.) st sitting you (2™ p.plf.) oat beautiful Miss ae 4.31 | apparatus, device fig: Hello! avideo-recorder good garden letter, character bathroom Thank God! situation cupboard good Lam fine. I do not know. radio man ‘fig: Hello! bed ceiling peace Peace be with/upon you! So long! name; noun Mr. Mrs. window ‘Thank you! the sun bag health moming Good Morning! (answer) lamp pod ~ Os ¢ Be ¢ be Beebe eens W Modi di pte de Bl Bye sty keys) c ply friend friend (f) small, short table doctor doctor (f) kitchen student student (f) long, tall good pardon (and response after |S») \yie teacher teacher (f) (prep.) on; upon (prep) at Thave you have (m./f) family room, girl Fatima (prep.) up, over, on top of (adv,) above up(wards) (prep. in old progress short, small pencil moon ses22 Lesson 2 Cairo big book notebook chair telephone call how How are you? (m,) ~@ (prep.) for for me no, not So long! etal table; blackboard cidle cf what u what (followed by a verb) 13bs when city, town Maryam we evening Alen Good evening! cord claw (answer) gl cle (prep.) with @ Text 1 who o (prep.) from, out of ed we clean yes sleeping Hello! this Nin this (f) he Give! ob inierrogative particle nS they (3"'pplm) ~ they 3" ppLf) o here ls there Bis he > she e and p) there is tag Sos paper Gott) B18 zoe dirty ws Japanese eh Cell Aa ta Py rs Ob cal gh ong ee pe OY hae Le Hipto cuall Lily phar s faders J Bt oN Gl Abe UE he Lash Mb uf, lb ce Vy Sab Aly Shey SUL Ad Slory pe polos Bey eT gery gr Ky Uyle cS Sb ped Chaeny dnb Oy ibsLesson2 23 Text 2 ERyyiup veicey GB Lee oy calle thoes mist leet SEU> GS poll Clee too Ls Lea ie Ab aod oe UT ll cle cee GOV cil ghitiow BS AS aul GOW UT a Stow! GS ou Ute Gd Se BSy ALVIS rep GN BS, 1S Gee A lee sl aol os ay sal BAST ‘pe cabo Mae ols ZasuPs SS ey ie cuts SF: _ bd iy mr ee OS: ows Bien ai oa oh NY: pow etal hy EN leer ASN sw Exercises: Ex1 (Homework) Identify and write all the nouns seen in Text 1 and add in brackets the appropriate personal pronoun! Ex2 The teacher reads the nouns: RNG Cape bee S Alle dtm cela cgerdaw Cp 8 (ye glee GEE ler oat eT lie yy ec alae pb BLS (cheer Op dE Yer Cded Coty24 ~~ Lesson 2 explains the writing and ask the students to speak the words loudly. Ex3 The teacher repeats the words quoted in Ex2. The students repeat them and add the definite article (Sh, Ex4 The teacher reads the words of Ex2 with the definite article. The students repeat them and add the preposition ¢» to them. ExS Same exercise with the preposition 3. Ex6 Same exercise with the preposition _e. Ex7 Same exercise with the preposition ¢Ul, Ex8 Same exercise with the preposition ue. Ex9 Same exercise with the preposition .J). Ex10 Same exercise with the preposition <>¥/G 3. Ex11 Same exercise with the preposition J. Ex12. Add the appropriate preposition(s)!_ cee baad gttell ALU ceed). ite da lal ead. uf ce Lee Llp ae geal aa). Delhi abet, Bll geal Cobh bald... OY! Gl vee dad aba, Bh SD pleat... Stat! WU. By) DM). ee SO) lend) Ex13_ The teacher reads the following words: : cote a pry cata OW colt ele and the students form equational sentences by adding the personal pronouns 54, Gi and cil. . , cee eae ape < pe veel py cg rie) whi < Gb © Ex14 The same as Ex13 with the words all dW Bill Re cath) abel age cales deeb and the personal pronouns ,.4 and st, Exi5 The teacher reads the words: Capped cB eS «SUI lal con ccd og gb cleats EAH CAN ogee SO) bath cleat) ceghad eg gh ee!Lesson2 25 and the students form equational sentences with the following adjectives: der cbe Ua eS SAW lle Gr pe Ube ee Oly SUES ce Cad be (Co) eae ge aS 6. Answer the following sentences with “no” and the antonym of the adjective in question! Pador Coy Save fo28 Lesson 2 Saeed pl dase Jo 5 aS 3s Sue be fides cs! Sass fo 7. Add the appropriate preposition! : . a LrrrC—~—~—~—~—~—~—~—~—~—C~—C—CCCSSS. 8. Write the following words in transliteration! Spall DE Qo all eal eet call gpl aio) «ths1. Number (28h) Arabic has three numbers as far as nouns, pronouns and verbs are concerned : singular (2 2h, dual (254) and plural (eam. This lesson will concentrate on the plural of the nouns and personal pronouns. 1.1. The personal pronoun |___ se pl. he Sb they (m.) she e they (f) on you (m.) edt you (m.) wat you (f) sat you (f) ‘a 1 Uf we tod AL The auxiliary vowel for g> and pl is Dumma-u (f. Lesson 2, Gr 1.32). As to the order ofthe personal pronouns above see Lesson 5, Gr 1.3. 1.2. The noun and the adjective The Arabic noun has two types of plurals: the external, i the internal, i.e. the sound plural (lui ecard) and the broken plural (j.-S3) as). The external ot sound plural is formed by suffixes being added. The internal or broken plural is formed by the structure of the vowels of the singular form being altered and/or by prefixes, infixes or suffixes being added to the singular form. 1.2.1. The sound plural has two forms: The suffix 3% (dua) for the masculine (gle SX: gam) and the suffix | - (a) for the feminine plural (pl 2+ glo) are added to the singular masculine form. [pl m. diligent teachers Beas mu‘allimiina mujtahidina oh eae f. diligent teachers (f,) avy mu allimat mujtahidat oles ae30 Lesson 3 Sg. m. a diligent teacher me mu‘allim mujtahid = ma pela £ a diligent teacher (f) figs mu‘allima mujtahida : 1.2.2. The broken plural has many patterns, of which we mention JU /i‘al and Stat afal here (see also Lesson 4). Sg. pl. rajul 5 rijal tawil eb tiwal galam ob aglam GA2 Since there are no specific rules regarding the plural forms, the student must lean each plural together with the singular, This book provides you with the most common plural forms of the nouns and of the adjectives. In the glossaries of this book the singular and the plural form are separated by the eter ¢ for ca (= plural) If several plurals are present they ae divided by @ comma, A in front of a word will indicate when only the plural form of this word is used. 2. The Adjective (dial) 2.1. The form: each adjective has a masculine and a feminine singular form: a ae if a sound or broken and a feminine plural form: disb obs yb oe Determining which form has to be used depends on the word which the adjective belongs to. 2.2, The function: the adjective has two functions, an attributive and a predicative one (as to the latter cf. Lesson 2, Gr 3.1.). predicative The house is big. The room is new.Lesson3 31 attributive the big house thenewroom a big house Se OY anew room Kage GA3 The final Dumma in Ci (al-baytu), & a) (al-ghurfatu), SS) (al-kabIru) and bsgsonSl (al Jadidaty) and the *(Tanw7) will be explained in detail in Lesson 4, Gr 3. 2.3, There is agreement in number and gender between the noun and the adjective in their singular forms (cf. Lesson 2, Gr 3.3.1.-3.3.2.): in number The house is big. singular nS cif the big house singular 1S in gender ; Thehouseisbig, 2 the big house m. The room is new. 3 the new room f If the adjective has an attributive function, there is also agreement in state (Le. definite or no article) the big house definite the new room definite a big house indefinite 4S 8S anew room indefinite Kyad BE and in case (see Lesson 4, Gr 3.1. 3.2.). 2.4. If the noun and the adjective are in the plural, the agreement between them depends on whether the noun denotes a person or not. If it denotes a person, agreement in number and gender applies; if the adjective is used in an attributive function, there is also agreement in state and case.32 Lesson 3 predicative: The teachers are diligent. Oph 0 gle The teachers (f) are diligent. toligied abet The men are tall. email attributive: the diligent teachers B phys o plait the diligent teachers (f) tote uleif the tall men Bibs Oe tall men OGb Ie If the noun denotes a non-person, the adjective takes the feminine singular form. both when fulfilling an attributive and when fulfilling a predicative ction. Strictly speaking, there is only agreement when the adjective is used as an attribute, i.e. agreement in state and case. Nevertheless we also refer to it as agreement in gender and number, because the plural of words denoting non- persons is treated as a feminine singular. predicative: The tables are big. ee The pens are new. as De attributive: the big tables 55 LY bf the new pens Ryall @OGSF 2.5. If the adjective is used as a predicate, the subject can be replaced by the personal pronoun.Lesson3 33 ligoe Qala Ly bef Eis S60f In the last two examples above (,* must be used because ol yb and Sut are regarded as feminine singulars as they denote non-persons. Vv meal, dish ST ¢ UST] marmetade tas emirate LL @ 8)U) | butter 35 Daddy UL | Saudi Arabia Rp aol bus wl ¢ pel | suger Ke refrigerator I bale | Sudan Ol> seal! (prep.) after (temp.) Ske | syria Woy country lull / 35h gh | market Bele ED de eggs (coll.) Gotan B4>Ngy G25 | car ole He Translate, er | pes toa ge Tunisia, Tunis 7 393 | drinks Ol ype a cheese bec Ee Algeria right, correct ae university airport Lg ste diligent | air-plane lg afb station Iraq aa shop honey be milk juice pe bread capital city lye Te bakery great BLE & pie shop Oman bus vegetables coppers | Reveat tesakel / 1 def school Sabb gt Sh | tunch elas shop cate t 8 Maghreb, Morocco weal Igo to... co) Cast | mistake, wrong bol ¢ Le34 Lesson 3 breakfast gl | Kuait fruits Sis © 44FB| clothes train tg Us| Libya few, little Oy ¢ Je | for example coffee 5 r library, bookshop Lg GK! vemen od many MS Op & AS | day ele ek computer AN A xeS | today eal Text 1 dtd BT BS py Ub Ete pg Lydall beg dey ES Hd) oy the Ct i a gy OL Calpe dy ase Aa al —rrr—~—~—OCCC—CSCCSCSCisCSC=atizs=G aba Ul, Us cba Sry by pally Oly arly oy gltry Fy Wy Wy prt ct Shae Bet OL gp IAL Me By titers oS Nee tad oy ety Dep tly Lady odally Ahyaally i ssy Bally be gels crahy byes vaeded 3 Olle Uly aydalt ode ow Uf ey Sy LLY, Text 2 Sad ob wel cle ee ae cle 3M Ge GS thoes FOUL GS y dod or sel FUG cat joey UE cally oes Raplsll ga 20 TEbG opf towsLesson 3 ee yhall Be $a oof fokeall (oy shall — Sy wey ity heey yay teow Bald By Gly 5yg3 Dylb)) de bai Si by Sealey Kt ot: wat Ji Bred ta Sos Seed B pad cal fo Ss Gethy Dye CAM laid) tay cad 3 UT chal FG teal! J) dade (3 ul de! e EeDheall Exercises: 35 ie races Ex1 The teacher explains the plurals in Lesson 2 and 3 and reads the following nouns (singular and plural) out loud and the students repeat them: dbey - Jey wll — ile Clade — tte SY LI — Ub) Oyaleat ~ pleat dhe dh - Raed 0M) - Lal lls — dat Dlignall - tall oll - ae pst = li OY se - Wye ad) = BEL UUs ~ asst lr) olay — bal ost dat) oly - pyle = ke ib - ws 4su - ust36 Lesson 3 Sa et yet - Bye ley Slaly = dele ee Ode — dye olhn. - thew oie - bel - gel les — js RS = OS Ojloee — Ope ol sib — 3 Jib jie. — jie» Coles - gat Ola — ah This exercise should be repeated several times until the students memorize the plurals, Ex2 The teacher quotes the singular of the words in Ex1 and the student gives the plural. Ex3 The teacher reads the plural and the student gives the singular. Ex4 The teacher reads the following adjectives (singular and plural) and the student repeats them. shah — seal Ose - eS IS — nS O pgioee = Agios disease Oshener — Jeno dee = dyer Oghds -— fl alge — phe Opler — te eS = pd Us| elias — ads ExS The teacher reads the plural of the adjectives in Ex4 and the student gives the singular. Ex6 The teacher reads the singular of the adjectives in Ex4 and the student gives the plural. Ex7 The teacher reads a noun from Ex1-4 in the singular or in the plural and an adjective in the masculine singular, The student forms an equational sentence. iphe lew) << je -As er bill << dew - OWL © Ex8 The teacher reads an equational sentence from Ex.7 consisting of a definite noun (sg. and pl.) and an adjective. The student replaces the noun with a personal pronoun,Lesson3 37 wg < sdgins for Jt Badr < Bade OY © Ex9 The student answers the following questions with @s or Y: SCL rae gfe g eabgions cJanr Cake) ga Gail Jo Seabee cae cy go Gagtons ner Bch) BS gil Jo $OshB Cy pS pb Opagens cline) LS pal Jo SDS Colipde I eS ligne cl pee) OLS Gal Jo wee Ul cad < See Gil fe ge hey < Stabe it fe OQ pd Ys Fg AT pal fo OWS Gos cs < Sob Gt fe Ex10 The teacher points at objects in the room and asks the following questions, and the student should use a noun and an adjective in their reply. Ble tory IL or Soda Le «lobe Le wpS Ss dha ey © wah? ge JS She dey © whl OLS Lia “© Nj eda Exl1 The students form equational sentences according to structure 2 (see Lesson 2, Gr 3.1.) by starting the sentence with the following words dass 3 Ske ka id) de aad 3 Bal 3 adh Foal de yl le and complete it with a noun and an appropriate adjective. wher GES La © BS OF de) oS aS Thnae hind le © ‘The teacher repeats the sentence arid the student repeats it again.38 = Lesson 3 It is recommended to the teacher to comment on the sentences formed by the students with cows “right”, pis “great” and Uax/Lalé “wrong”, “mistake”. He asks the students to repeat the sentence with 41, f (si.e1 and to translate it with pret ord. Ex12 Read a) all nouns, adjectives and pronouns of the basic vocabulary of Lessons 2 and 3 and pay particular attention to the plurals. b) the examples in Arabic given in G 2.2. -2.5. Ex13 Copy the examples in Ex.9. The teacher should write the words on the blackboard. Exl4 (Homework) Write the following adjectives yds (heer aS ee as a definite attribute to the following nouns: cob lb Gad OY, Lb aI Ce SGU gl wcll lt cy lie die Ayton Cust < ddr toy © FeSO Ex20 The same as Ex.18 but with the plural of nouns. Ex21_ Replace the adjectives in Text 1 by their opposite. Ex22 Translate into English.Lesson3 39 all 5 the i pki A GUT ES oleh He tag te ooh il Shy ly et Sle Haabadl (gb Olga! OtdUall 525° Otel Leahy pally Gabdly Lenny BL dh tT Lgl Les) 5 bs Spl YL ge Cl sle Shea WU de Sothys cloths dei 3a!) Od aally Lady eye ptally OLaey lay Opel Mapes pel pi sy veosdly nary boyy Ex23 (Homework) Memorize the plurals of the nouns in Lesson 2 and 3. The teacher should ask the students to prepare for oral and written tests. Final Exercise 1. Write the following characters to form words. sbtotlht ptt tl sto gto 5, Wr Jtte Grstd 1 fottot yt yt etetdtl o+e+t6, atystete 2. tht ytlt be otdte gte7. fsedtiee Stytdey 3. Stetltdt tt! Ete 8 Sot yt edH ote! 4, 2. Read and translate the words in 1. 3. Form the plural of the following nouns and add an appropriate adjective. cabs cp Le cid Bale eye dled le Ba eels tpl emer a) pee BL iad Spe yl coe egy las Bb tS ol thn IE USN iS Gill Mb asl val, OS 4. Form the masculine plural ofthe following adjectives and add an appropriate noun. 6B che ye ages Geet high CaS AB gid Cake (hee a” poe 5, Translate into Arabic. The students are new. The teachers (f) are beautiful. There are many men, ‘The bags are new. The new drinks are in the refrigerator. The big airplanes are from Kuwait. The new clothes are from Tunisia. 6. Write the Arabic equivalents of Hello. / Good morning. / Good evening. / How are you? / Good bye. and the appropriate answer.40 Lesson 3 7. Write the following words in transcription. Chg (Soe By LSS foes anes Ctl pall ddl Ga glb GLY cul Cagle of sly (ene BLAME coi yl Lae 8. Form a sentence with each Arabic personal pronoun using a personal pronoun, an indefinte noun and an appropriate adjective. 9, Translate into Arabic. a big table - The tables are big. a small house - The houses are small. a diligent student (f) - The student (f) is diligent. a big man - The men are big. an old bag - The bags are old.Peculiarities of Arabic Script Examples Lesson3 41 Printed type (Naskh) ‘Script (Rug°a) at oy ler Jaa aye ais hu dies al ts chee Chace Bye Ue ay die os is ws es by Gos ? a e e o ue o a y y Sele pelt (ea fe ats Js] os ols jens liesLesson 3 42 Alphabet in printing (Naskh) initial position isolated position final position medial position vunwna JS bbo4 adda. a hAvas a 3 3 + + 3 YYYXH45949 You 93aDd2 o b44dad vod egaesa f4id4addddyatae PITY PAN ABVRAANNMI 14 4 bad aSB Lesson 3 Alphabet in seript (Ruq“a) isolated position final position medial position initial position i J a 4 Puy a Jeon s44da4 J T4447 VV ZV Va MV. cde sA 4g 9444 Geiser cosy SAP ddd dds its VVIDPP PAR aaa T14 i) +4 y?Lesson 4 eet st po pllt 1. Radical, Root, Pattern 1.1, Most Arabic words can be reduced to a root, which, as a rule, consists of three consonants. They are called Radicals. We refer to them as Ry, Rz and R3. This triliteral root expresses a certain conceptual content. Thus, e.g. the meaning “to write” is inherent in the root K-T-B (~- ~ — 43 ), the meaning “to go” in the root DH-H-B (~~ « — 3), and the meaning “to drink” in the root SH-R-B (~- 5 - W. This conceptual content is specified by short and long vowels between the consonants and by prefixes and suffixes regarding the part of speech (verb, noun, adjective) as well as regarding the grammatical category (tense, mood, number, case, etc.). One can say by way of simplification that the root consonants (Radicals) fulfill a semantic function and the vowels a grammatical function in the Arabic word. Examples: KaTaBa és) = he wrote /has written KaTiB (As) = writing; writer, author KiTaB (tS) = book KuTuB (5) = books maKTaB (os = written; letter maKTaBa «Sy = library, bookshop 1.2, The Arab grammarians use patterns, which they represent by +} for Ri (1" Radical), & for Ry (2% Radical) and O for R3 (3 Radical) in order to describe the numerous word forms systematically. Fa', ‘Ain and Lam fulfill the function of variable quantities in the patterns, for which theoretically any consonant can be substituted. (ss | Ja°ala is the pattern used for the perfect (3"p.sgm.): | Cas LS Jes J€il is the pattern used for the active participle: Sd es | Ja' isa typical pattern of the adjective: eS3 | fal isa typical pattem of the broken plural: ig Jus] afal — isa typical pattem of the broken plural: pat A reliable knowledge of the patterns occurring most frequently is useful for obtaining a good command of the language. 2, The Broken Plural (jemSdl aor) 2.1. The majority of nouns has the broken plural, There are hardly any rules according to which the appropriate plural form can be derived with certainty from the singular form. Therefore, the student has to learn (at least) two word forms for every noun, namely singular and plural form. GAA Regularities in the forms of the plural only occur in some groups of verbal nouns which have the sound plural. Appropriate hints are given in the respective lessons. 2.2, There are numerous forms of the broken plural. The ones which occur most frequently are the following: JU3 Sal eS gai The following words have the pattern Jt : chee cee bc hb Uae esi tbe she Ee af ‘The following words have the pattern J ce icltfe ch aif doy nls oli ‘The following words have the pattern J) 33: Dyke © he a Goa 6 A2 Other pattems of the broken plural are the followin, Yad BSS But INS as hers eel alah Js ed its As regards final Damma, see Lesson 7, Gr 3. 3. Declension and Nunation 3.1. Three cases are characterized in Arabic by means of the three short vowels: -u= nominative (g°3%) W-), «i= genitive Calf | LZ), a= accusative (ail Uo), ‘The signs Damma, Kasra and Fatha represent themselves in vocalized texts. n the new teacher al-mu‘allimu I-jadidu Tate g. | of the new teacher Aol pleat al-miallimi l-jadidi a, | the new teacher “apd SF | al-mu“allima t-jadida 2 J46 Lesson 4 aor: n._ | the new teacher (£) Supt CLF | al-mutallimatu lejadidatu g. _ | of the new teacher (f) al-mu‘allimati l-jadidati a, _| the new teacher (f) Sate CLT | al-mu“allimata I-jadidata 3.2. An -n (Nin) is pronounced after the case endings -u, -i, -a as a characteristic of indefiniteness. This process is called Numation (cys). Consequently, the endings -un, -in, -an are formed, Nunation is expressed in vocalized texts by the doubling of the respective sign that represents the vowel: * or un, -=-in, “=-an Indefinite’ nouns in the accusative case which do not end with 3 (Ta’ marbizta) terminate in Alif, which, however, does not express a sound quality. n anew teacher Ws al: muallimun jadidun g of a new teacher ee lets muallimin jadidin a anew teacher fag Uke mu‘alliman jadidan n. | anew teacher (f) Kays EEL | musallimatun jadidatun g. | ofanewteacher (f) muallimatin jadidatin a | anew teacher ¢) mu‘allimatan jadidatan 443 Certain Arabic words have only two case endings because of their word structure, some even only one, @Ad4 A considerable number of words, among them many broken plurals, do not terminate in a Gof ZU35 ; of about this subject: nunation, even in case of being indefinite, e.g. Ls Lesson 7, Gr 3. 3.3. The declensional endings of the sound plural of masc. words are: 0°, -aina = nominative and ¢,.:-ina = genitive and accusative, of feminine words: ‘3 ~atu(n) = nominative and (1 -ati(n) = genitive and accusative. definite indefinite n. anbelf 3 sles (al-)muallimina & a (al-)mu‘allimina a. (al-)mu‘alliminaLesson4 47 n. muallimatun B muallimatin a. muallimatin 5 coulust (al-)mu‘allimatu s et (al-)muallimati A pull (al-)muallimati 3.4. The broken plural has the same declensional endings as the singular. [pl indefinite oa aut aglamun as galamun 8 pul aglamin 5 galarmin o Lsat aglaman Ui galaman definite e al-aglame pat al-galamu & al-aqlami laf al-galami = 6S | al-aglama al-qalama 3.5, The functions of the cases: + nominative = case of the subject, # genitive = case required by prepositions and case of the attributive adjunct, © accusative = case of the direct object and of adverbs. 3.6. Arabic texts are generally not vocalized, as has already been noted in Lesson 1. Nor are the case endings indicated by signs expressing vowels for the same reason, There is no universally valid rule for the pronunciation of these endings, i.e. whether they are pronounced or not. Whereas they can be fully heard in recitations, they are mostly omitted in colloquial language. We recommend that the teacher and the student adapt their pronunciation of Arabic to the one used on the radio and to pronounce the case endings (and the other inflections containing a short vowel), except in the last word before a pause and at the end of a contextual unit (sentence, clause) for the period of training. The syntactical connections become clearer by the case endings being pronounced. Mado pity a ble ad als op48 Lesson 4 4. Stress 4.1. Only the last three syllables of a word can be stressed. If the Nunation is pronounced, it is included in the count. 4.2. The last syllable that contains a long vowel is stressed: kia ki-ta-bun jedid —_ja-di-dun ma-khd-zin ma-khd-zi-nu however, the vocalic final sound of the word is never stressed: hun ‘ur-Si (but: kuur-si-yun) 4.3. If the last three syllables do not contain a long vowel, the second to last syllable is stressed if it is a closed syllable (sequence of sounds: consonant - short vowel - consonant): mu-“al-lim mu-far-jim, and the same applies if the word consists of only two syllables: an-ta ra-jul Otherwise the third to last syllable is stressed, regardless of its structure: mu-‘al-li-ma muj-fa-hi-dun 4.4, The demand accepted in modern Arabic language that the stress may not advance beyond the last syllable but two requires the stress to be shifted if the number of syllables changes, because the nunation is pronounced or suffixes are added. tali-ba {@-li-ba-tun mu-‘al-li-ma mou-“al-/i-ma-tun ku-tu-bun ku-tu-bu-ni (our books) mu-‘al-li-mun —— mu-‘al-li-mu-nd (our teacher) fa-li-ba {a--ba-tun {a-li-ba-tu-nd (our student (f.)) mu-‘al-li-ma mv-‘al-/i-ma-tun mwu-‘al-li-ma-tu-nd (our teacher (f)) In general, the students do not find it difficult to stress the Arabic words in the correct way. They have sufficient opportunity to impress the stress upon their memories by hearing and reading the texts and by means of the numerous exercises. This is why we refrained from putting stress marks in this textbook. 5. Prepositions (xl! 45>) All prepositions are construed with the genitive. Both ges wots Abit fo se “with / by means of” and or “for” are written together with the following word. Additionally, the Alifof the article is omitted after J: Ji) « « pliLesson4 49 GAS As is the case in many other languages, the prepositions frequently serve to express the case governed by the verb in Arabic as well. They form an inseparable unit together with the verb in such cases and need to be leamed together with it. Thus, e.g. ¢3 means “to get up”, . ¢4 means “to carry out, to undertake” and () “that”, after which the noun is in the accusative: The friend has written that Veet are Miipartied hs ecived in Retin “at a hey bho OF T have heard that the delegation Eee ae arrived yesterday. 5 igh ‘The word order invariably is subject - verb - (object) in the objective clause itself which is introduced by O! . Consequently, a verb ‘ never occurs immediately after of, subordinate clause main clause soy 4 We of Sta | verb subject ‘objective clause subject, verb wl ey | wd of ew oe verb | subject objective clause (subject+) __verb 2.47 Asa matter of course, the function of an objective clause can also be fulfilled by an equational sentence. The normal word order does not change. The subject ‘ollows © in the accusative, as is the case in the verbal sentence. The predicate remains in the nominative: : “Thave heard that Muhammad is ill” ap he Of eae60 Lesson $ 3, The Nisba ending (Andy 34. The sovcalled Nisha ending is ££ &, (in transcription -1,f -iyya, with Nunation -iyyun or -iyyatun); it is added to nouns and various verbal nouns (442%), but rarely to numbers, prepositions and pronouns, and forms (relative) adjectives and nouns. The Nisba ending is the most productive word forming suffix in Arabic, and it is comparable to the English suffixes -al, -en a.o, which form adjectives and to the suffixes -ian, -ese which form nouns, The endings 5 and {, are omitted when the Nisha is added. Lebanese; a Lebanese Lebanon Syrian; a Syrian ise > We | Syria political; politician cote policy gold(en) ia > Gas gold A8 Details about certain changes of sounds which oocur when the Nisba is added especially to ‘words which terminate in rather rare endings can be seen from a more voluminous grammar (e.g. the “Grammar of the Arabic Language” by W. Wright). A noun followed by an adjective with the Nisha is often equivalent in English to constructions of the type noun + noun: school-book, textbook trade relations Has LE > 5 G5 + ote 3.2. The rules of agreement given in Lessons 2 and 3 for the equational sentence (subject - adjectival predicate) and for the attributive construction (noun - adjectival attributive adjunct) also apply to the relative adjective. 3.3. Nouns terminating in a Nisba ending which denote persons and relative adjectives which are related as an attributive adjunct to nouns denoting persons mostly have the sound plural: 4.49 Some Nisha nouns or relative adjectives have a (collective) endingless plural: Arab (adj.), Arab(s) 25e / ¢ wt / Arab students 52 Sb They have to be leamed as vocabulary items just in the same way as some descriptions of occupations need to be leamed which terminate inthe plural ending 8, or other Nisba nouns which have a broken plural, eg. Jane pl. Jat, “pharmacist”, SF pL Alsv other (m/f) Spain to eat Germany yesterday that (+ accusative) family, relatives Portugal program Great Britain after that Belgium Poland (prep) among, between trade trader Turkish tired, exhausted, collog. ill meeting republic talk; cele z. also: tradition of the actions and sayings of the prophet and his companions a news shel et to exit, to leave oo Denmark Sys disco seed that (dem. pr.) es to g0 (to) yes letter deg dey to dance uy LessonS 61 dance hall istle © atl center Sees * Russia Leg’ to ask (about) (os) 0 Sle Tasked him. au to travel plu Regards to (Ahmad). (ual) (le at Give my regards to so... wed ple ~ Gem) wedgl to hear so., sth. aoe politics political, politician Susan Sweden Switzerland to drink sth. easter, oriental month thing, matter appr.: May you be well | ye ze pas tomorrow. (parting word at night) ~ (fem) (answer) The same to you. laf neds pharmacist Use ¢ ite meal aah t phe restaurant poles © pale to know so,, sth. sods to hold (conference); a ic to make a contract relation ol ie62 Lesson 5 sites ‘to work work (prep.) about, over France to do sth, idea hotel Finland (prep.) before (temp.) reception to read sth. economic told him. you (m/f) said he/she said to write sth, Text 1 Iwas you (m/f) were he/she was Lebanon 58 | tasty Hungary 5] once again ill, ill person wine 5 | Norway | Austria 3 | Holland to arrive (at, in) to put sth. home country delegation 3 es Leaall Lal (dy des = es oy tubs Dye ty tae! or Molly Byers Sats Selig all J} oad ot Sy Gut ual bey BS y US GS We AS valle Gaudi S ge bl Gy Gal dy Led jUehi Sees Le -—Lr—é—<“—~—SO—SOOSOCims_T_s$ Lene Se GF lL OY A feadlh Jhb, feaell pe adh UUs tery OF carey Old ele ge JB ee oleic! Hla Ltrs LS by yey Leeper Bae pe Sy Ay pall OL y OLS ode oy Sie A plailly Holes) OUI! Fe Shy al oes BOW 2 SLE ole) JL plaka seat SUG, (55 Liab UST paball J Liss Jal ge Cyt dey glad Way JEM aaay leLessonS 63 Text 2 dual J wblcler Ile cual Sea caf yl ele tee Sle AS tht Sowdi gd ial Be Sy LL gt Ot te Sod eas yf Sa saat Sp bey Oj pe Of cre Sa oS oof est HU GES Gt ty Sree Me fe Saud Giuill BOY a epee Wa cpa cual So Cla Bley cee Sp Lady Guat gy Lene oll by Sa Dip AE cal raat phe Sou? 3 Clnall J beady Gay Ss pl ap Sagat ashlee Sesdly hee Aya L) Gopal BUT OM, Syl oda dle ge Gud GIL eh Yael by te eal Sea SOjms fet hase ard Og tly dat esas lial $y rend dl Bie SG Labels tee Ope ef pry ddl tad! J} Ble uly le eats tle ke aly ene cual hell a abel oe caty tee Exercises: L1 Put the correct form of J y in front of the nouns, Beal)... AI. woldlall 2. dle. wee sbo8I sige wag. L2 Put the verb in L1 after the nouns. Remember to apply the rules of agreement. L3 Complete the sentences by adding the verb 3,64 ~~ Lesson 5 Gf sual. clio Up laa 0. aualt Uf eel .. 2 ceed A} Geteall... LEY dP Ogle eal UL lh it A} SU... tall whe Maelo. op Gp ol... dad s dle. 14 Put the proper form of a3 in the following sentences without reading the nouns and pronouns in brackets. cheall... (UN 4 Sree «Gebel bt g GUS. (ual) 1G) al AD 2 de cheat on (ett) ee I) de Aas 4 SI LS Answer the following questions. SB say) hey onl Sab. tall as Ale J} cued oe Saal Scand Jo ASI ee aed al UI gala ab) G88 oul SY yall ool CLey ol Shell cae oF Fle Bei oh tl gamer Ja I cng ool a ce SoBe ly cpl SLUR bed le Bp Ler ie oe Foleall Capt onl on oo $US Jo Slo OLS fo Galle Uf pad pa ae CUS Ge Se palh ele) EB ISL CO saad yo cp ale Clie ashy Wale Ny dlr oul L6 (Homework) Put the vowel endings in the sentences given in L7. L7 Ask about the subject, the object or the prepositional phrase of the following sentences by using the the following interrogatives: «3! «I3e coy ein Ae ein Change the 1 person of the verbs into the 2™ person. WS bie and pS is-u. 2.2. The affixed pronouns can be added to * nouns, prepositions, © various particles and conjunctions (a. 0. of “that”) and * verbs. 2.2.1. When combined with nouns, the affixed pronouns are equivalent to the possessive pronouns in English. The noun is to the affixed pronoun what the 1* term of a definite genitive construction is to its 2™ term. The noun is the governing word and is in the construct state, i.e. it does not take an article or the nunation. pl. sg. their (m.) house his house their (f.) house her house your (m.) house your (m.) houseLesson6 = 71 your (£.) house your (f.) house our house my house An adjective added as an attributive adjunct must take the article: your new house Lush SEY 2.2.1.1. Peculiarities of pronunciation and spelling: The affixed pronoun of the 1" p. sg. assimilates every short vowel that immediately precedes it. my book ot in my book ot et Have you seen my book? StS oh If the vowel -i or -7 (also -ay), usually found as an ending of the genitive case, precedes the affixed pronoun, the -1 of the suffixes of the 3" person changes into -i boy thats oly in his house 4 od in their (pl. m.) house in their (pl. £.) house The -w or -i following the suffix » has to be pronounced asa long vowel: baytuhi / ft baytihi . The final 3 changes into — if affixed pronouns are added. a woman teacher my (woman) teacher your (woman) teacher etc. The sound masculine plural does not only drop the © when it functions as the 1* term of an /dafa, but also if affixed pronouns are added. your teachers at / with their teachers Ihave seen your teachers.72 ~~ ‘Lesson6 ‘The affixed pronoun of the 1* p. sg. changes into (¢ after the long vowels @, 7 and ay. with my teachers fo BG+ Lo ek and not <5 sls’, as of +father" and ¢f brother” have special forms when followed by another noun in an da or bya pronoun suffix: nominative: his father / his brother = ¢ iat fe sa, genitive: his father / his brother = 4241 / suf and accusative: his father /his brother = ots / otf 2.2.2. When combined with prepositions, the affixed pronouns are equivalent to the objective of the personal pronouns in English with the personal pronoun functioning as a prepositional complement. 4.4 Remember; “My teachers” is with him ; of / from among them ; with us Uke othe te ‘The English word “to have” is rendered by means of the prepositions “ie «} we + affixed pronoun. The preposition -us “at Avith” is the one most frequently used: Do you have many books? $ygF LS Wile fs GA6 ‘The preposition (<5 is sometimes used in the same sense as ue, It is an upgraded or more formal version of “us. The preposition J “for”, which mainly serves to emphasize ownership, and the preposition @ “with”, which is used to express that somebody has something with him at the moment, are employed for this purpose as well. 2.2.2.1, Peculiarities of pronunciation and spelling d takes on the form “J , when it precedes suffixes: J « the suffix of the 1“ p. sg. Lr—sS of the 1*p, sg, is added: ee Aland Je take on the forms - I} and --Sé , when construed with suffixes: I wl etc., except for i. se. a This rule applies to the preposition 5“ as well.Lesson6 = 73 2.2.3. If added to a verb, the affixed pronouns fulfill the function of a direct object. Ihave bought the book. US Ee Thave bought it. You have written the letters. You have written them. (Sl !\ is regarded as f. sg., this Nees is why the verb is construed with Le ) : Take the pencil. eps) de Take it. aoe Have they drunk the juice? Yes, they have drunk it. Did you attend the event? = Were you present at the event? Yes, I attended it (= yes, I was there). 2.2.3.1, Peculiarities of pronunciation and spelling; The 3" p. pl. m. of the perfect form drops the Alifif an affixed pronoun is added: 3s, . Waw is inserted in front of the affixed pronoun in the 2™p. pl. m.: 3. Definiteness (Summary) A noun is definite if it is construed with © the article: # a subsequent genitive: © an affixed pronoun: 4. The adverb (4° There is no specific form for the adverb in Arabic. Adverbial relations are expressed by the accusative or by prepositional phrases. The adverbial of time (ct 3) 354), takes on the accusative case.74 ~~ ‘Lesson 6 in the morning Lie © moming che (at) noon, midday {qb @midday 4 in the evening wu. evening oe, in the moming of this day = this morning z in the evening of this day = this evening pal ets A prepositional phrase construed with (3 can take the place of the accusative in some cases: ¢LZall 3 = LeU, In general, however, the adverbs are lexicalized. The student cannot form them on his own, but has to learn them as vocabulary items. Lesson 22 addresses adverbial constructions more extensively. Vv professor,master Lal @ Ske igs May Thelp you? fea Hf thousand YT & Il] to g0 out eCAtH America , sincere abet | ale first (m/f) Ji diplomatic, diplomat Oy @ (erlagls which (m/f) 4 class, step, level Le bey How much is ...? $(---J) pS | teacher, lecturer ope ee give so, so.’s regards (imp) 3» | dollar second (m/f) ABE 6 OU | ticket, card the second (m/f) RaW ¢ StH president, leader, chairman, ¢L«} tok foreigner, foreign Sitel © ced!) manager answer, reply % pt t Cie escort, companion, attendant Oy & aly to attend sth, ae 7 > ,2>| symbol, sign 35 c Hy You pS pee | OG fam | ina | 1 want... (ath) e- at (elaborated style of address) : | wonderful, excellent, marvelous el \ lecturer, render, professor Oy @ bls tf t k celebration, party, féte ote ul a Be gz tm sti government ol eu Se a ae ce on - (stage) play he te. greeting oles : ie ' fue appr.; Best greetings... ... tary Xb 4 — one fe (standard opening of a letter) journey, trip wate we service ol ei to be on a journey, traveling, Oy 7 gleLesson6 = 75 travels : A = office; desk CIS ts K touristic aw travel niveau, level ravel agency poll to thank so. for ee Se | Demy slass 7 to see; to look at wn sats | 77) # loc. a. temp.) : ee + |i op difficult lee & ee | ee of. i If Sy midday, noon gs | Towable excellent Acs subject Sip g bl dear, beloved ne | yesterday evening ole my dear ae in he 3 5 my dear (f) king, monarel be ab waiting for uel member y , like this, this way, thus \iKe world, universe : mS international te | there is /are ah deep civil/public servant, officer, Oy ¢ ab y title; also: address employee, pl. staff . . physics time, period of time ery coy strong, mighty, powerl dail ¢ iS Text 1 at Jy dle, Ge sue wodayy Age a2 Hc pall Sp ad LTS Oh 8y G geal JB Hale gileey QL GAS uals gall we Brot oad gb cl Cast ut shane Caged saat y or a ph tm pall ole (Cg) ely) Ugly «pe Set tm pe RIT CHF Ogerbe gids Dyratlen ming LM oe 2 Cpt ety aS er B gibbel Qe tally Dhar tim dm pl bey par y gre Sh ee Sd) yl ngs fo Penh wl BS y Say gee y Leb AST OW Sp pany Cee ae Gyr de SLY By IAL) Op ally Soe OI B pS yA BS cme Spe gay cl ply shay Cl gb 3s Lye Filo G peli fo dart!76 Lesson6 pte LSS pley pepey daly tabld alt aby chlor Wasi gs Uf led He Fat Text 2 . sell Se Sie af Oy dL! ASN BN 55 aT UF as Sey ost wlll g sf OVI Fanwe af dy 2 cob dL tie Siole glist J giles aah sgl bye lad! 3 3 fib Sie $3 Sid) Se Np at Woe yi Nhe eaereeesnreseereenerEeeTaIEE AST g tet Go Yoyo Ss af tye Olah UJ mile fo Mageg bagel A Sly OAM Aly SS SL ile pad pet SBA Old Sle colic gar hab ght Elbe 2 by Ue gone Lie 6 at DLS eo St ell opeLesson6 77 Exercises: Li Every student answers the question $4421 / GL21 Las well as the the following questions: Sods / Ws gob be | Geb | gad 12 A student forms interrogative sentences with the following words Bye LS hal Gol aS ES WL cident HS oy according to the structure $lLs ¢» <» “Whose house is it?” Another student answers as follows: ete ce ts /plllcu tin | ge le a.o. The predicate should be an /dafa or a noun defined by a suffix. 3 A student asks questions as follows: Selb ode fo Gilg Le fo Another student answers with “Yes”: BEE he et ge Me gd or with “No”: Gite BE oda te Se la Take the words for the questions from the glossary of this lesson. L4 Add the adjective tym ( 3yu% 2/2) to the following nouns defined by a suffix as an attribute. tl Get < ae eipie cle pw ple chad aw cai Le LS” cL Gel (Slee ths S Hi Lginnber lin ple girlie GA lla oF (SG LS Answer the questions with one of the following adverbs denoting a certain time. sell Bec twall Bt cess Blane ohygs clo lae Al cles gsdi che AW 8 ops 8 et cline op gl cline SCAN colts cog Geen) OL J) Sade ble ge (dla caty they aad cdl Baal Saad ce78 ~~ Lesson 6 Paces! Ab gli tie (ce SOS Ae Lol a co all Abel aay HU! a gl oat GpStbny tS SEES re) SI) ilantdl US) LSU) ey pl oe $ (pS + cig cline! bgt) eLeN col) Cae TAAL) ¢ pam oe _ $AUs cio FELIS I glad ce WO nd gt Cree Bh ally Ly ge SP ile 1L6 What is the root of the following words? [Lian | Ge | the | palen AS | gaye | Sp | ete Ce | Is Bate [Hae Ce ait) eet yt / abe] Le og as ae! ab G1 Form genitive constructions with the following words. 1 term 2™ term (defined) Be ctlylee lye Ghar wolf ol ce 1 2d ake tale (Oper hdr col yf Bb 2, Bak Ble ee BS ST Ah che 3. ib Met Bl aE ed wat 4, OT ples Byte orgy cp dT Ro 5. dat Oye ef sip ale ican Cp dee 6. O5UE Coben le cole pyle ince 7. Ble nds stile «Gils colaasl pas ay 8. G2 Form genitive constructions with the words given in GI 1.-7. in which the 2" term is not defined by the article but by an affixed pronoun. Le Ce ge tlt e G3 Transform the genitive constructions of G2, 1. and 2. into the accusative by forming a verbal sentence starting with tal Fed coalobet ©Lesson6 = 79 G4 Replace the noun after the prepositions (J! «le «J by the respective affixed pronoun. abo < Geta Moas © whi Ui sigh bey siaclall J) ile ROS eo eb os Dall de OSI ae gs epeitiel Si lyad Dy Geta oS eMWe) de sll toe ye Bley dal) oo scold bes wa chee ileal) cbs WeGae) Je glo as) J) OL les choy G5 Convert the following collocations into the genitive by preceding them with the preposition a or 3. etd ay 3 < wad ey opi SiGe Gy Ghee BAIA le Gaga Lemalor < feast! Le pe Mae pI Kian Uy poll oppHlinclis GAG AH! Lee So ccs slau pay gal) Sle bese! dar Y Ga ghy «JUN gl GB geal eal ep SI C1 (Written homework) Write a letter to an Arab friend based on Text 1 in which you inform him about the reception of mutual friend in your city. C2 Prepare a conversation based on Text 2 about the topic “Travel Agency” (greeting, destination: country, city, time). Final Exercise: 1, Transform the following words into genitive constructions. Ttem = 2 term Mo dy Gils celaael zi ole bus py ASTD chan Ely bw tu poles sip yale ley wolelesel es ccillst — Ugalel IE cello plen Obs hae get Ozh SLI OK Hide thule lp older 9 ay GE gether ig aol a 2. Translate into Arabic. the old address of my girlfriend, the old office of the new president, one of the offices of the civil/public servant, one of the kings of the Arab World, one of the beautiful houses of the city, the leader and the members of the Arab delegation, the teacher's new bag/ the new bag of the teacher, one of the new theatres of the capital, the numerous sights of Syria, the staff and the managers of the travel80 —Lesson6 agencies, the numerous enterprises of the royal family, a member of the delegation, the offices of the employees of the travel agency, the car of an Arab student, the theatre and the houses of the city, the lecturers and the students of the university of the capital, the sincere greetings of the friend, the new plays of the theatre of the city 3. Replace the prepositional object of the following sentences by the respective affixed pronoun. Coe IgM cone LE che aly pat I SSI le paella” abd Shad eel ghey ! clang pay Aablb le ple stitedl J) Wile oy yl! obra pales J) they Shisl le pS cl le ne by > Es” 4. Translate the following letter into Arabic. Dear Mary How are you? How is Fatima? I have a lot of work to do. The courses are difficult and I attended a lot of lectures. Up until now, I have attended lectures in medicine, physics and chemistry. The lecturers and the professors of the university are at a good level. ‘What about the courses in your university? Did you travel to Mubammad? I wrote him a letter. His reply arrived yesterday. He wrote that he went to the theatre in Cairo and that he saw the Egyptian president and a lot of politicians and diplomats there. Tam waiting for your reply. Give my regards to Fafima. Your friend Peter[Lesson uf Land ot) 1. The Imperfect Tense (¢ all 1.1, The imperfect tense is the second of the two simple verb forms in Arabic in addition to the perfect tense (Lesson 5). Jt almost always indicates an action or state taking place in the present ( pl ah or future tense (|S!) and may express a habitual, progressive, future or stative meaning. GAL The imperfect tense can sometimes be employed to express actions having taken place in the past, as is the case in some subordinate clauses. This is connected with the fact that the imperfect tense is actually neutral as to tense and merely describes the verbal action in its course. 1.2. It is characteristic of the imperfect tense that R, is vowelless and that Ry is followed by a so-called imperfect stem vowel, which can be a (Fatha) as well as i (Kasra) or u (Damma). The vowel « ora suffix follows R3. The persons are expressed by prefixes. 4.3. The conjugation: imperfect/indicative pl. es (es) che bw ogi Gah “i (el) fA) a todo Ais are togo oy at. to ask isa, therefore B to read (2™ p. sg. f.) a —CLrr—sS82 Lesson7 likewise in oA to drink o to hear ee Itis win to write ey and iin oe to know ae to hold Az Verbs with 4 as Rt drop this 4 in the imperfect tense: bes > be (gry > G22. Cf Lesson 11 regarding this subject. das ‘The imperfect tense of all verbs will be placed in brackets after the perfect tense in the vocabulary list of each lesson. It is strongly recommended to the student to learn both forms, as there are no rules according to which the imperfect stem vowel could be derived. Verbs in which Rz is followed by / in the perfect tense have the imperfect stem vowel a with very few exceptions. 1.4, The particle O's or its abridged form <# (as a prefix) can be placed in front of the imperfect tense, so that its future aspect is emphasized: He will definitely write to you. 7 2 He is sure to write to you. LOL 1.5. The particle 48 + imperfect tense meaning “perhaps” also denotes a future action or event as a possibility: Perhaps, he will write. et 2. Demonstrative Pronouns (3)\4 1 slaw!) 2.1, The demonstrative pronoun that indicates what is near with respect to place or time is: a pl. 7 Sg. (33 m. this, these Ve “ ole f.Lesson7 83 The demonstrative pronoun that indicates what is farther or more distant with respect to place or time is: ph SE. an U3 m. that, those edi . abe @A4 The first syllable in Iie cols «sp» and LU3 , the second in J y/ , contains the long vowel 4, which is not expressed by Alif, as is otherwise usual. However, the initial w in 248 4! is short. 2.2. The demonstrative pronoun is placed in front of the noun which is defined by the article: this man (BN ia that man this girl that girl these men those men these girls those girls GAS Note that the fem. sing, form of the demonstrative pronoun precedes the plural forms of words which denote non-human beings: aI) ede 6 yoo) LU, 2.3. The demonstrative pronoun follows the noun which is defined by an affixed pronoun: this friend of mine Vib iio these books of his aia US these friends of ours oN ge UG Let 2.4. If the demonstrative pronoun refers to the 1" term of an Jdafa, it follows the genitive construction as well:84 Lesson 7 this book of the teacher Wi lath Gus those friends of my teacher df poled S6cF 2.5. If it refers to the 2 term of the /dafa, it precedes it, i.e. its position is between the 1" and the 2" term: the book of this student glib ie use the friend of that girl A6 However, it follows the 2 term of the genitive construction ifthe latter is a noun which is defined by an affixed pronoun: It is consequently possible that a construction of this kind may be ambiguous, as the demonstrative pronoun may refer to the 1” term (this book of my friend) as well as to the 2" term of the /dafa (if both terms of the latter have the same gender). (Cf. above 2.3.) 2.6. The demonstrative pronouns do not only fulfill a deictic function, as described in 2.2. - 2.5., but they are also used as nouns. They can fulfill the function of the subject in an equational sentence, and of the subject or the object in a verbal sentence: This is a teacher. These have drunk the wine. That (is what) Muhammad has done. Agreement in gender and number between subject and predicate has to be observed here in the equational sentence; if the predicate is defined by the article, one should insert the independent pronoun as well (cf. Lesson 2, A7): feminine predicate _masculine predicate ae touli 23 avis Dyalall bseLesson7 85 Combinations including ¢L!3 occur quite often in the lexical area: JU “therefore”, LIS An) “after that”, 13 (| 3 “before that”, tLI3 a “yet”, “nevertheless” a. 0. 3. Diptotes (Saal Ge ¢ sll 3.1. We have got to know the declension of nouns in Lesson 4 which have nunation and three cases, when indefinite. They are called triptotes. Nouns which do not have the nunation and which only have two cases, when indefinite, are called diptotes. We compare triptotes and diptotes with each other in the following table: diptotes/triptotes (definite) diptotes (indefinite) triptotes i aca ist Se 1S as bs tas 585 Accordingly, the characteristic of diptotes consists in the fact that the final ‘Nan is missing and that the genitive and accusative endings are the same if the diptotes are not defined by the article or otherwise. G7 Particularly the plural forms of words containing several consonants (fawi*il, fa°dlil, fa°alil, {fu'ald’ a, 0,) and adjectives of the form afal, fem, fa‘la' (many adjectives of colour have this structure; of. the glossary ofthis lesson and Lesson 25) are diptotes. Diptotes are indicated by a final amma in the glossaries contained in the lessons and at the end of the book: yay! « Utef. 3.2, Alll place names which end in a consonant and do not have the definite article (except those ending in © at) are also diptotes (sll « oon Oly). 3.3. Diptotes which are defined by the article, an affixed pronoun or a subsequent genitive consequently change into triptotes by this process: at Bet Sf a) 3 / eet Vv @A8 Some words are marked with (coll) as collective nouns which will be dealt with in detail in Lesson 20. to take sth. + (dely Jf] food, dist, meal NS and so on, abbr: ¢) =1 SN] Buropean wd certainly, surely, definitely AsASL | ice cream S oll eat sth, 2» JS Ly Jot] aubergine, egeptant (coll) Oei386 = Lesson7 oranges (coll) Ju; cucumber (coll) he onions (colt) at chicken (colt) gee watermelons (coll) Galas | lei | t0 enter sth. = i u) peo potatoes “7 abl, | to study sth. = Ok) Ge cattle (coll,) 54) flour oe green-grocer without, under ogy | O35 balcony that, those U5 ¢ ts beer to g0 (to) (db) GAY) Os white 3} to come back to Jp en among them looking up, consulting, review dao! ys apples (coll) C15 | rice % following (pay JU] botte kg ele} after that “S| pane sth. _ garlic (coll) ¢33] olive (coll) 3 $35 waiter (Fr. garcon) SL Os)>| to ask sb. aboutsth. ye “aby dl waitress whe By '> | question tosit, tobe seatedon de (wl) le | to live in nuts (coll) 5'p> | knife (mm. and f) ESS t ke hungry cee oe ¢ o> | salad abe | aL. pilgrim eo eo Te| fon (coll) Slated @ thee hot (also food), spicy Se | year Oye col yew @ Hee dessert; sweets SDE CHE | black Bish @ Sul red A ¢ 5) hageling about Glee OL g taylet life soup sometimes buying, purchase mutton, lamb apartment, suite (especially) for form, way, manner green in the following way vinegar fork different expression, term plum, peach (coll) &'> | necessary fordinner sltal ele weather usb to order sth. of lie tb toask for sth. todemand Of ax» Clb tomato(es) peub “Abd ar-Razeag 5S ae lentils (coll) pre mineral ene Iragi Be thirsty las es oie ¢ buabe to know sth., that fed (ploy me to work Che) be grapes (col) normal ise open, opened co radish (coll,) bs mushroom (eoll,) js please shat ¢ [fas please (as request) pla oy (¢) had a pepper cup to understand sth. beans hors d’oeuvre to read sth. close to, nearby café hall list idole Ue Lesson7 = 87 menu ¢leall 455 as, like, furthermore us glass wc ON alcohol IS 100, also seus meat eet necessary (for) ; () friendly, nice tub ¢ Gb spoon Geb ¢ te almonds. coll.) 5 is colour day and night lemons period of time time for the first time apricots salt forbidden, prohibited bananas (coll) 53 water ole @ ol as far as... is concerned d to look at J} Ges) the people lll this, these gag be ¢ Me Thope you will enjoy it. Ve lege (the food) —_ (answer) 141 She meal, dish oleye iy88 Lesson7 Text 1 UI ue el ee Ga ee G Kal dali dele Ge TL ay ll a Yt CO SA Sally La J) sy gto SL Jot @ tet Tote LN LBs a ce GF lle Let opty Bi OE GL La eg Je OS a He Rael Ban dy clash ol a Sti Lie SL DM SU Gast egy JR ayy cle ATL tie Ibe Ei el ebtly by lly OY SU Pate opie el Sy prae 1OLy he Sa edged Jali cele clear Bj epee «Gedo HE SL Bi ph ceher cele Oye ph ip pan Eo cfs Oped Oj re Gy cl 1S y8 sb Gplobele clea: shot cg gt ches OLESY, 1h yl wat By g bly GBI Joy BB be CUI JEN Of Gall gael yp» abe cel ty Stet all BU gat fo AUIS Ce by date af sy gil oly Gland Dhan ply p LES alle oy Cagle Jotalee Gb any es pil dnl Sel LW by ll Leda Geel cee ath oly Call LI oral ed asl ot oy tly SSL Text 2 pati d cB elie Sgr Stal sai pe at IST oye Ase Lat cco ye UP tlbaad oye gla AS le cyydlclee re gy ON SU Cash wale 45k ON SL Gace HU La oJ 2 pe ht lakes Ug Sue Je ieLesson7 89 Gab Bg pt DASH edb ly oY Gopal idly wd gS Ost Bary ernaty gee cley mae Use FOISY oda Ley J ynS Oy Be Gat oe He OUST ey tye gf ass IST Lo | sd fe Ab thy oly aly clr hy 5 es dell ode ole he as $j ply OME ted AS y Yale a As ohn gt Le oe ES OG GUL abel Lis J yt JST Y Joyal hy ey Op sy aby her y Hale og Stee Cee By OME Uae : eT SL dshy fais Ody jpn y oly Ly egally Aah pall gah gh otal ole eT uf GB ggh sf cls JSY se: wtlhiad ge Gi gg SK es er Oy StF A sf ISM te eA Hel GS Ber 3S eS ol ly bege JEM y Bd be ¢ Ses 9 WS gley tials Wha oy Olay dt Sta TE yew Ad Fe TB pw Al90 Lesson 7 Exercises: L1 Define the following nouns by means of the article and put the appropriate demonstrative pronoun (\-ls The negation Ws which negates verbs in the future tense, also takes the subjunctive (cf. 3.3.). GA2 of is the conjunction which occurs most: frequently among the ones mentioned above. The following applies regarding the differentiation between ©! and O!, which also means “that”: Verbs which state something introduce the objective clause by means of OI (the subject in the shape ofan accusative noun or of an affixed pronoun is positioned after the verb followed by a verb in the perfect or imperfect tense). ‘Verbs which express a hope, fear, wish or demand introduce the objective clause by means of Of (+ following subjunctive). Only Df Si “after” and Df 32 “since” take the perfeet tense, See in detail Lesson 20, Gr 3. 1.2.2. The negative particles ¢/ and Y, and furthermore J , take the jussive. Actions having taken place in the past are negated by means of (J “not” (cf. below, 3.2.); the negative imperative is formed by ‘Y “not” + jussive (cf. below, 3.1.). The indirect command (hortative) is expressed by the preposition J + jussive. Let's go. Foy) He shalll do that. Oe ad 2. The Imperative (;25fy Forming and conjugation: the 2™ p. sg. and pl. of the jussive is the form to start from, The prefix fa- is omitted, and the double consonant, which has now been formed, is resolved by a prosthetic vowel.Lesson8 97 The prosthetic vowel is represented in writing by an Alif with Hamza (in the interior of the sentence Hamzat al-wasl!). The vowel is i- in verbs of which the imperfect stem vowel is a or i: On va eh (eh (ah () It is w- in verbs of which the imperfect stem vowel is w: ) ch (= ay daa ‘The imperative of the verbs Ry = yand of some verbsRi = ‘is formed without a prosthetic vowel: b+ “Take!” | iis “Eat!” (Cf. Lessons 11 and 24). Negative imperative see 3.1. 44 Another mood of the imperfect tense is the so-called eneigetic mood to express emphasis. Its Sormnad. by adding the sult, o¢ {to the lnpoeative or jusive. Howat it ln exrecely rae fn modem Arabic, 3. Negation We have already become acquainted with three types of negation with Ae i and (J. Now a summary follows about the application of all types of negation in use, 3.1. ‘¥+ imperfect tense = negation of actions taking place in present and future tenses: He does not do that / he will not do that. GAS If a verb form having a particle of future tense isto be negated by Y, itis only possible to construe it with Jy: ELIS Jais Vy “He will (definitely) not do that”, but not with the abridged form . (consequently it would be wrong to say: xi Y ), ‘+ jussive = negative imperative: ee el ee eee Do not do that! NOUS Jaa Y MAUS Cas Y Do (pl.) not do that! TOUS Glas Y IOUS | la Y98 Lesson 8 ‘J + indefinite noun in the accusative without nunation = general negation “there is no ...”: There is no god but God, Muhammadisthe 3,40 4202 4 Messenger of God (the Muslim creed). BN Oe) Moe di YY YY dae, ‘Y is largely lexicalized in this particular function: tS “Shere is no escape from it” = “unavoidable”; (cy4) S0-Y “there is no way out” = “it is necessary”, Of og GLY Y “there is no doubt that ..."= “without doubt” a.0, @A7 Y also resumes a negation already expressed by another negative particle if no new verb is mentioned: Led! Vy 3d) ops J “He has not drunk the beer and not the wine.” The double negation is equivalent to “neither - nor” in English. .2. (e) + jussive = negation of actions having taken place in the past: He has not done that. He has not drunk the wine, 4A8 the auxiliary vowel i, instead of Sukiin, precedes Hamzat al-wasl. (Cf. Lesson 2, Gr 1.3.2.) ~ in connection with the post-positive word 44 produces the meaning “not yet”: f Post-pr Pr 1B He has not done that yet. Say rote 3.3. (yJ + subjunctive = (strong) negation of actions taking place in the future tense: He will not (or is not to) do that. US eas GA9 The construction with Y 5, + imperfect form is possible as well for the purpose of the certainty of negation inthe future tease: ‘He will (definitely) not write /(I am sure) he will not write. ais yoy 3.4, + perfect tense = negation of actions having taken place in the past: He has not done that. As Yai G A10 L- + perfect form is widespread in the dialects, However, in modem literary language, J + Jussive is almost exclusively used. But there are several lexicalized expressions with L, both of verbal. and of nominal construction, like e.g. (7%) Jlj Le the has not ceased (drinking)” = “{he) still (drinks)”, (g> ... Of Le“scarcely had he ... when ...; no sooner had he ... than” a, o. Ls is the particle in general use for negating the perfect as well as the imperfect form in colloquial language.Lesson& 99 a5) oe) (~Jis the negated copula and means “not to be”. It is regarded as being in the present tense, though it is conjugated analogously to the perfect tense. Conjugation: He is not, you are not .., etc. The affirmative equational sentence, which does not have a copula (cf. Lesson 2, The house is not big. Tam not a student. They are not diligent men. There is no teacher in the room. (lit: (There) is not_in the room a teacher.) 3.6. “neither ... nor” The Arabic equivalent for “neither ... nor” is always indicated by the negation. If there are several verbs, each verb is negated by means of <3 / Y / 3: Thave neither read nor written. UST SFG Neither do I read nor write. ost, Gify 1 will neither read nor write, st Sy Git If there are several nouns, the first clause isnegated by vy) /Y / 4 as well, followed by dy / sf / Vy: I wrote neither books nor letters. tes aly Hy ls Last I write neither books nor letters. eo ets fst yy Gs Usty Iwill write neither books norletters. — jsley y/ sh / Vy US Cast 3 If the predicates are to be negated, Vy ... cea) is used here: He is neither handsome nor large / big / tall. ToS Vy Meade StS100 Lesson 8 v literature original frame(work) many thanks, thanks a lot conference to hope that secretary a oes General Secretary O sale suf Zee owl God willing; 1(we) hopeso ll! gL OY particle introducing an equational sentence ©} qualification aot discuss sth. aay es to search for, to look for ees exchange ote BY to make efforts loge W) day simple, easy Manes tbe (the day) after tomorrow bo saleslady, ~clerk cultural newspaper Algiers his royal highness effort award, prize Nobel prize y tour be i field, area, sphere, sector ole Je So that, in order to negotiations, talks (political) party lal ¢ Got , eel tale cul Ale oe to get, to obtain sth, le (fay rar governorate, county ole aisles ceremony ol & Jus! Taw, right 3 re ce ‘You are right. om eit Khartoum toe defense cle democratic elite under the leadership of (+ gen) AvlS synonym ol g aljee prophet, envoy, messenger iE jx the messenger of God ay Jyey to wish sth, that OF (3) «3 (By) Ce shelf 33; es Russian we zt LP farm bie ee visit Ae oy corner Wick 33 responsible for dee oye dys ane early, in the past, previously GL way, path, Jem z A allowso. to do sth. © wp 4 ee) we explain sth. project Do us the honor! the Middle Bast ‘common, joint, mutual socialist, Socialist famous pale 19 @ yee chancellor Ogg slafactory, plant glee ee naturally (adv.) Tripoli ne Taha Husain Ce ab dictionary; lexicon pore © pene military; soldier SLE «Dy ¢ GSE education as higher education ps SWS) pled 101 Lesson 8 ‘not to be sth. Christian possibility (conj,) since occasion, opportunity on the occasion of Najib Mabyitz advise so. to do sth, woo at) si plant, laboratory jpeg jee]? Fecommend doing sth, or os counterpart | es a5 worker, employee JE & fle P He ae “2 _ | discussion Amman (obs 2, { taim at sth, cooperation oy | engineer holiday ™ . existing, available to meet so, 7 minister coming from 28 | ministry department widening, extension, enlargement — gy 5 economy wide els valuable clear, obvious we speech national terby in order to signing, signature ay news agency ole ebil as, not (+ jussive) Text 1 Able jtoi esi VIS, eb g Ab filiney Leal ope Lest OLS Sf gape Goleatil diy hoy 10d vimwall 349 sbe3 Yi Shee BU be BN I itOY op os all fel 259 bU 3 ali Lawl fale She g asl ely LLL SLE! ¢ ny Lgbley declal nce pall gemtigll y102 Lesson 8 abel ope bodey cel nal iby Saye SL Seal ay hey 1 Seay egaleaB YN O glell gy pte dual )> deer y Ih SLI oy bby xy J pete Dsl eS foe de Ey pol ll oad (BAN aj ub int b Spe eal OS J! BL Gighy iG Sealy Bie SI Lad ope db pear gry clara! Sal poled wig hey gees bel Se Bgl few E251 6 poll oles oly dae 9 G2 Gym tb] ol Osler fom dar ety SUG Lect daly GUY! dy) LUM Woke 6 Obes BU yg Senally salad ly (rll Abs nd, Sly by! sean Halse VLR os iI iS) pee SIT ald ge gh dels logger JAG Gye Lp Of Baill dS Gg sill ALA eo gba rb fe hay Stl AU plat oS glo pl Gob gt peal cll cee LB toms =e uk Text 2 4S 3 a —™rté—“—_O___OSCmrmi[ Soatlyall By ge WAL aT S pour c yyihelan 25 agi CUE Q Sle parla) ial) appl) bal pal) mee Hace ny Se ced 5 Blea poy Udy Be halt poles Lue lab sald! AKI da SeT py apy ter 9 poral Hay tloeaail of Sel as cea shee abd daly, pe Cal Poly JI gad oof adele Ks Lie wb git He aptler ple fram y yreey Ly SIT ye Bit Cond Uy, ath eh shileny G OU gle fart dy als sft shoe Balog Reels Al ele Pye ead ca citlany gy Uf lye ed Uf ey titLesson8 103 SH BYL jody delle I ode La BU rastdl BS a Co of ae ON BSNL EL CUI ol — ae RLY Yaa Obl gS ode Lat of SEE es fo lay ad Mle wa ell gil OL oe Gaal ca pel Of de Sy Bi” OLS gil re eS ALY Gah Olly Js of Yael, Liars dh orl oly tall SU ole de fatal LT Ge de cil tae Us ys wake Borys CSU) ode aL! Leaf a8 A day Cbg ode Let pe Le oped celled yo dad cael I Ke Gif Seth a We ae Gall ae Exercises: ‘L1 (Homework) Complete the following sentences: ee IG AEF fee Baw! eae, cof 3 Mth C2, A Gwe, oO Iney fo Use the following verbs, nouns and phrases. ced d} Gashol get © Taped Und os of des = Me ate fe of d bile, © L2 (Homework) Practice the verb Lb by filling in the blanks: we Of be Lyle co. OF pegs Cab c.. Of ae eb oo. of Seis os OF See las fe OF gee Ge fe eee OF thee Cle, coc 13 (Homework) Practice the verb + by filling in the blanks: eae... eens of Ld GT of tne LPG. of LG feo. of abt ¢ wd ELE G,104 Lesson 8 L4 The teacher asks the students to read some sentences from their homework (L1-L3). A second student repeats the sentence and a third translates it. Request the students to discuss whether the sentences were formed correctly or not. LS Say it in Arabic: Do not do this! I didn’t do this. Why didn’t you do this? They did not arrive yet. They will not come tomorrow. Take the book! Put it on the table! Don’t leave the room! You don’t know him. You don’t know us. He asked me not to go there. L6 (Homework) Form 5 sentences using the following phrases: ae tal lao call gs call cline ode oy L7 The teacher asks questions using _., the students answer them as follows: said elem Cyd S] asl < Sell Sale Ce ® tod che ES ge idl. << COS 36 ggdle e-® L8 (Repetition) Add spt (S44 ¢242-) or another appropriate adjective to the following nouns which are defined by an affixed pronoun. wtlge < ge eeplaehe Lim pee pL LIS YA ylene Alle LET UGA e cp Kelee tld 2 45 Ze clgsaaber Lhe he Ge ginnle Geb stlae Sop Sail G1 Negate the following sentences by means of ¢. : wis pul d < MS cles che tis Gls the os U3 cio AUS Iie AUS Lie lb Lie tL Nydel tte Sjgerk iybee Blea tes dyailh LUG Gb Lylee anal! UUs ses Hs Lib LIS fad Af tld Odeel ash Bb bef OS) Jef Ng Le ca pt Lett Mp ead SU LY} ened Le G} ted AUS wed ee ee Lae AST pala LYST poli LIST oll Le 3 gill US tee pall Leo ie Cue bo pedal oe tell oe co age gpl clas Iphey tL opi ches el toy ey ced Np AS Jar pb ot tel tb Sr ae chngd cA pad pte BN yeSe OF BN pby US Kee lb AUS ogee pdb AUS ae Ed wen fe of g Gey G2 Negate the following sentences by means of ¢3 ,Y or ¢. ind oaly < ell itl <Lesson8 105 : wb pght < US emg Oper ply BT LES ULF gall LUS ches tUS tybd ES def es Gof ney ph pS iy Barer Lelatel O pine All Gi ty all aN Slee Sf) asl of es Cb de db} adi of ey uid g Op Phe BS Sb ONL AUS gga ci Ue ae Ge call yo core ASU J] Oyj dL Byer Jose Lgeh te Ll) Coad atgall G3 Negate the following equational sentences by means of (ws . Ngee Ua ad! < ie Bled << She J eV gs Opch JLe Se ge ball B Opell ale le Felanr LAN oda Nh tai OLS falas Sed GIF palee gall 3 Abdo Sigel Sue Nb wll G Bw OS ge aah Ugh SLY wel ab Pay attention to the fact that in the last four examples the noun or phrase following the prepositional phrase is not the predicate, but the subject of the sentence. It is the type of sentence dealt with in Lesson 2, Gr 3.1., sentence structure 2. G4 Negate the following imperatives. qgletal teed! AUB Jovof Ile I] cued} Mle SL} Cad} Lota ty 8) Lot VSS I geloe V5 gdt Le Wi por oil te pet HAUS fod) LOIS | pled} Lo joel eS EUS Np NS CST LS ST LS enki 155 3) LOLS Ne 13) Nard Har) fans G5 Transform the negated imperatives into positive commands. CUS Jes YUH AUS dey 1k LW SSY LOLI Nyleds Y US ke Y PLoS bw Mes ge oF Y Nell gtd Lla Sf lye Y Lda Al gS aay G6 (Repetition) Form genitive constructions out of the following words. 1* term 2™ term (defined) pb Aad cate ee we 1, AS fle Bye ee ge cp UST Ube 2, the oye eg it dale cle ce yds 3, OiE rberbe ed ler colet peyhe dele 4,106 Lesson 8 3b eblght (lpr Glee wolf aot ee 5. Ut the let Older Ghar aol gf BS 6. Ward oS yliw ey YE eT LST Ge 7. Ble dy Dgdh ye cals csbacl p2e aby 8. C1 The teacher explains the colloquial usage of “I want/would like to have ...”, ¢ like pLe/ 3 ss (Egyptian), $43 (Syrian, Palestinian), +2 | (Iraqi), 3 (Maghrib) including their pronunciation and the omitting of the final endings in the colloquial language. Their usage should be practiced without pronouncing the endings. I would like to have a beer / a book / a white bag / a new car / fork and spoon / a dictionary / a big room / chicken with rice / tea / coffee / ice cream .. vole As [yt] cgay / Sple cle ul ~ C2 The teacher explains the question “Do you want/Would you like to ... 7” using the colloquial forms given above and practices them without pronouncing the endings. PbS Sple oil / ple cil ay fygle Sar / Sa Qs) © WS ase) > C3 The teacher explains the colloquial usage of “I don’t want ...” and asks the question f... 8 ple =sl/ le Cal (Js) using the phrases from C2. a =SsSsSO lS gly res aft] y Qos euly * dad C4 Put a colloquial variant of “to want” in the places possible in Text 2 (orally). Pay attention not to mix different variants with the same speaker. C5 Prepare a dialogue about the same topic based on Text 2. C6 Discuss the meaning of the following sayings and proverbs with Y together with your teacher, LAE SJ esd) Jae (postpone) wae y ot ze (egg) ta, (tomorrow) 3,57 eles iY (dogs) WIS cpr LG y (state) Upull op (to be afraid of ¢ Yy « (head) Sel) vy (bigger) 95 (jug) Dee Ss - (blood) p-t! ¢2 (except) YJ (religion) G42 ¥ -elalall Je (here: shake hands) Ew aLesson8 107 Final Exercise: 1, Negate the following sentences by means of 4. Bygll ty e LA bel gs dy GS of gE, IS tae Le Bail oe aoe y gall ope Cpe get ogy gb UST eal 2 bg obey oF pF IS Of Ll a nS logger Wy tah AUT ob glee gel DLN eS AUS old led ose ctl Loy 3p G5) 3 SI Ste Oly pean ty of Fey ell Langs BE! UTI de i Ss apo 2. Translate into Arabic. You didn’t write this letter. The Egyptian delegation didn’t arrive in London. He didn’t take the newspaper. They didn’t know the Arabic dictionaries. You (£) didn’t write novels. I didn’t advise you (sg, f) to take these books. I didn’t want you (pl. m.) to lea Arabic. We didn’t drink beer. 3. Negate the following sentences by means of -J, Y or 4. Tl Ht OSL CUS gd aut! iae'l clans AS SP Og bs Kaa AU pe pty Gash U3 ees As Gof eke Cad op Coe ets BBE OS cass lesa! Opin 32S ploy aS of Ge 5 col ie gall oe oe gill OGLE Kee Ca of pad tints a want Sy 4. Negate the following sentences by means of ~d. sf gall 3 Bs opts pl el: GT Db oF Badr GA ple 5 Shan ile ib gall Gib UF a CaS gate Oph Sley pe dil» LUE ye 520d) Sell She JOU tae ath a 5. Translate into Arabic. He is not big. I don’t have a lot of dictionaries. She is not in London. You are not diligent. The students (f) are not tall. You are not a teacher (f). We are not clever. The wine is not in the refrigerator. They are not in the university. You are not right. 6. Negate the following imperatives. of Slat Vet Oa ee anal Lt pe JSF swan Vc petol Smet! petal Pus ha | Slee Uh canal FL Ost Ost 593 CULT f aga ue al Lee Ct 7. Translate into Arabic. The discussions are not long. He wrote on the occasion of the national holiday. The minister didn’t get the Nobel prize. The newspaper didn’t write about military cooperation. The president and the government of the country don’t make efforts to widen trade. The German minister arrived in Damascus in the108 Lesson 8 framework of a tour in the Middle East. The Russian president met his American counterpart. I didn’t know many answers. 8. Fill in the blanks and vocalize the patterns. Jussive Subjunctive Imperfect, Perfect| Lesson 9 1 wy 1. The Dual (gill The Arabic language has a third number in addition to the singular and the plural: the dual. It is used when two things or persons are denoted. The dual is formed by means of suffixes the characteristic morpheme of which is the long vowel d, which is expanded by 7 in some cases. 1.1, The dual of the noun Suffix: OL in the nominative, :,- in the genitive and accusative: pl. . a | o,f tealf alc & a plea ie dual B GAL The genitive and the accusative of the dual cannot be distinguished from the same cases of the sound masculine plural in the unvocalized typeface. Ss. oe. n alas 5 ais =. z110 Lesson 9 The ending 0 is dropped if the dual is in the construct state, e.g. if it functions as the 1* term’of an idafa or if an affixed pronoun has been added. The same applies to the sound plural. the two companions of the delegation sigh Wil with the two companions of the delegation her two escorts with her two escorts Az The affixed pronoun of the 1" p. sg. if added to a dual form, is (5 : my two friends (slate; (cf. lesson 6, Gr 2.2.1.1.) There is agreement in case, state, gender and number between a noun in the dual and an adjectival attributive adjunct: Two attributive adjuncts in the singular can also be employed instead of one attributive adjunct in the dual. In this case each of them belongs to only one of the two concepts embodied in the dual form of the noun respectively: the two teachers, the old one and the new one = the old and the new teacher Suutadly Aah oval Cally yt ote SOF The Syrian and the Iraqi government 1.2. The dual of the pronoun |gBoth the independent and the affixed pronouns have dual forms in the 3 and 2" p, The suffix is -2. affixed pronouns independent pronouns them both; both their both of them Vs both of you/you both; both your | US- | both of you vat ‘The demonstrative Lis has the same dual suffix that the noun has: BlaLesson9 111 @A3 In the feminine dual form of the demonstrative the long vowel 2 in the first syllable is also expressed in the typeface. 1.3. The verbal dual forms Perfect tense: The suffix -d is added to the 3" p. sg.m. and f. and to the 2” p. pl. m. Imperfect tense: The suffix | summer uy heat, temperature 3yL> | Chinese oye ae civilization, culture OL & Be | to comprise 2 (lay ee suitcase CSE © eek | in addition to dj} BL} to carry sth. > (4%) JF | shoot bie gai servant (f) Lg Ul | dissertation _ wh autumn, fall ae116 Lesson 9 moderate, temperate hat, cap twenty coming coat village science, studies : glove scientific cele ‘how much / many sociology ELEY ple | for how much / many biology alo crle| air coneition he als 3& information Slagle g | to dress sth, Coby ed institute clu: ¢ gas} German mark ele Abb amedical doctor's office il @ Sale| to stay Sy eS to leave sth, (ple) yale | minibar tee expensive ; dle | Indian > ie cues branch E93 ¢ EA] tohaveto, must Of ule) - French ore ieta Twas born section, paragraph; season ya's x frab| Pirth(dey) peasant, farmer ope cB ay Text 1 gue AI SN Ral ope ASIN Sal ye Be Need Gere Bang Me Gaal ah als gy ib uf lh MY oe SI Sly et Ib tis ice Sp S che ele cL ley Lely sly Lan Sly oly SUS Rall Ei gs ot pals Ba ply ISO tall eof otal GIS gas We gd» U Lousy GS) Bile ey Lee BY olay CY ay SI Olly Ley tly GLY Ele ley slaty Byibly Gall LIS Lyall pe gaia y Leste) oll 25 tit bel Ul tyne HIS Gil Jf tor sy Len y Led gladly gi bary oral dest sl da al any Ler Spy AS Bly Mealy Rtubly aby BY! OLE} al os pf alee a pall USI ple tems OM be df Bnd pate Uf alooke Gg teil ale g Cage tall oy est ce ALS Ee jDUI jaleally cork LI Ble Qamtiny Health deel wl Real) BAe SL ae lg ybLesson9 117 Text 2 Galt 3b Pande Af Shgery Sal pleat dias cybl claw seared Bb pmol of G CES UE gill cla fais of ae as shat y bps Git WIT ANE ey in S Gad Line $i pauall Ctl Sy AN 99 cu ptat BS Opty Syshaall LAI) BY GEM; Bar se nil ie Key FW apd es ots le od lll oy LY aD GK od NA 8 cal dee ON EI Ay cle! oad GOT wh Sly Gmail DLA g Lele Lay ell bi byt Jue g bane, 13 sf uf BELG ball GA LT UL bly OLS y er Gabler i Ay Sole GA Se 1B) tlt oy Col y pt I plat of (Sle CY ond Tk de het of LL Gal Sp oly All at of cagil tf eI Sib oe ST pa jot tah Laine yy Ge le cl Elan coke (dhe ill pd yy add! seu Uy pS peg p Feber! Se WSYL I awl Soy 2b ae lb’ op ch SW . oC gel aay pole iS SY Sle Ol) freee: Sppetlall oul She LS gpl alba oy gall prlany JM Git SS palall wa de enaiy Se ASE, abal oy cal, sustht te rhastht Lie roth Lie sth Lie Baotht Hath! vst! Hash! vustht Hostlt118 Lesson 9 Exercises: 11 Identify the nouns in the Vocabularies of Lesson 8 and 9. Form the indefinite and the definite dual and transform one of the two into the genitive by means of an appropriate preposition, cpg B — dldgall - Cliger - dye Os eSbI g = Ob - LS ES 2 Answer the following questions using the dual or 4-1 / 311). uolyics Sache << Wlechrit 5 © wogele Shs ols ry ~ Saeh G ESS Ged Gebe tle (ep JEN ode cals Jaall J om pt F(pacie tle delat 3) prlall 3 conker , Sete! 9 ASU g thse Q) geal Seber — Ly oF $(ccGAll G erelell G ctlds EUS (Ble adh! oy Gay dy Gail G Re Sage ag) BU ol ays gel 6 (LUG ael ie cpaey Gud 9 oS Sop g AM By Gall Gee Seats Goths a Sey all WS GEbe Let oF (ceed) AUS cdegall lbs Gall EG Gg eS S(tamole G cdgall SU By ALI Wd g eS SRD coin cag UNI aay typ UI cys Bea 9 S(qenall US cal UU gy Ble cae deol Bball Gedy B) SFG Sead (GU ches) paddle Ll Sear (till gedll oo Und AS Sede | coset (ine diye Gali & (is) US oS Piet! UG cro (ew) gt oS id GNIS sy ESI) AUD pla in Cy pt! GY 9) om $l S(erell S) abst py She Up wad be ye oeLesson9 119 S(O yw SI ON Led) Sryedl ce Sue ST SLs aad (pe cf gett cReke hi) get pT ie L3 Same as L2 but the question in the 2™ p. pl., answer in the 1“ p. pl. 14 Same as 12 but using the corresponding verb in the imperfect tense. LS Same as L3 but using the corresponding verb in the imperfect tense of the 2! p. pl. in the question and the 1* p. pl. in the answer. L6 Answer the following questions. ene Jai cle ak Seal S geal set clot eu Shas S Gall p54 clot oe Slat S BAY ste clot gal Saya g ctesdl j yg lel Ge L7 (Repetition) A number of genitive constructions are quoted in the following exercise. Put the respective form of Lis in such a way that ita) refers to the 2" term and b) to the 1" term of the /da/a. Nha Geta iS / Gralla is < Gal our Via ade tS < te wr ® cael GPF cde dealer call Leole tell del Mai St BS Of) AS lyb ig Lael ALY Le del pales labs GL like 4 pe eal L8 Pratice the usage of Of (and so on yale cate whale «/,le) 4 based on the following material: oF | ST lye Op alles / ost pat / ody J) pT / aL, Est | gh aolic & feet | edt g Ogle / teal BU) ee yt | Dy} seit! | Ssh deme | Uji jabeally orl Al Oyead / on gt TL pow Sl oy dls hed ISG | eal 25 | eles det fash SS poi | La be pga G1 Replace the object / the noun of the prepositional phrase by the affixed pronoun. lags, << ae ah © a —LULrmr—~sé—CsSOO_O—O WSS ALB be bls oS ode La 4 dilly ots120 Lesson9 lai Gah ge cahy ol, shall BG (LS eS) oS eawasll op mld (apd cht) Ca scrcdanbaall eur Stam S] (lyeA3 cliandy Coad vcathydall ar Sle Sl (cpad) cad sto go Sle} (85 cl pe83) Coad sad (ye clin 2) San? BS OW (cana fo dye ya) Caro ats! Gb yell (Lewy) cary won JUA! (Iydet idely odet venlley (OS aS) EBT sad on (lee le a) oe wg Ne gaact fo chase) cree goluall LUG (cae Jo diglesy cles Ged ASN gi Gl) pobll (y1ST ells) cist Saad! I Gary Ja clay) ory will (yo Sty o Se steal oxile J] (oe Je Gi) os G2 Put the proper demonstrative in front of the following nouns. dia < as = SeNepae < dee © ce NW pla ee < cable cb g pth kee pill cg Lae) chal coat cols! cotati woul 3 gal Lgl keg CL gtll coh) coated call coal gg ect Lt c@lsM) SN OU cote ao cOtdlaall og tel woberber Sh cosh al Yc gal 20a cS a SAlh Odi ay II Slee G3 Transform the perfect to imperfect tense and vice versa in the following sentences. le, SS Ja < WL Le fp © AS Sh. aS Sf ole (ee (eis! baie fecal ye oe Goad ce Ole % ceLesson9 121 FeUS Orbea 15UL fodke of Shay po Nabe 2 NL gh ESL FOL ps Ite G4 (Homework) Put the dual in those passages in Text 2 where the context allows it. (However, pay attention to Gr 1.3., A 5 in this lesson.) G5 (Repetition) Transform the perfect into the imperfect tense and vice versa. SO All ellen op paler B Opel ISM ay ltl Os Lg 2 Lub List SP Sep sagh be Se ELS Op agit fo piel es See eV 50 Oa ULB et) Ba ay LUD Goel SAT file, OS Le Lace I pre Osi pagal tod lal sig uae deal ab py US Ggiael US fad SS ale agi ye hed Bh Fp SUI tell 9 Opt cp gdl gb typi ody) pas qe pt cle: FN ay pall ot G6 (Repetition) The teacher quotes the following verbs in different persons in the perfect or imperfect tense and the student adds the verb in the other tense. dpe odie par 1p She Qey they Qe Ghd Oo ST Gey 8d Cm le lb fee IST Ei er ee (C1 Every student answers the question about the month of his birthday. tt GEM, Sy / Buy C2 Have a conversation about your arrival and the check-in at a hotel based on Text 2. C3 Create a telephone conversation from your room in a hotel asking the servant to bring drinks / breakfast / lunch / dinner to your room. The teacher plays the role of the room service. C4 Complain by phone to the reception desk of the hotel about the malfunction of your tv, air conditioner, a telephone call abroad and so on. The teacher plays the role of the hotel receptionist. Final Exercise 1. Answer the following questions using the dual. Feel sf clae Lt Suid YES ey oF $5 Bl code ele BS Sou pd Bad ye LS OS”122 Lesson 9 Slt EUS a ptt oS Se pelt I) ced ee oo ST Qe GON Nell oe Hace 9S Vag pall py da ST de 2. Transform into genitive constructions, 1* term 2" term OWS fi OGL cA jl Al ode oly y bf O gala Cole cclet 0 pi ys OU ce lee Ay All ode anaes AUS ASU ode colts Abe 3. Translate into Arabic. 1 have to write two letters. He has to work abroad. She must eat the fish. You (f) must book two rooms. We must carry the two suitcases to the rooms, They have to wear coats, hats and gloves. You (pi.) must ask the second teacher. 4, Transform the perfect into the imperfect tense and vice versa. Vee SUS baal ad UH Lal POLS oof Clas ble COLA jut IL Soil Lames ol eh Aly tell baal G OL LSE Fath weds polall oleae 5. Translate into Arabic. The faculties of the university are the faculties of physics, chemistry, biology, mathematics, the faculty of languages as well as the faculty of education, the faculty of law and the two faculties of economics and agriculture. I am studying at the Institute for Arabic Studies, My institute is small and old, Apart from this institute there are institutes for African, Egyptian, Indian, Chinese and Turkish studies and an institute for the history of religions in the framework of oriental studies,Lesson 10 pill Go lt 1. Cardinal Numerals (424) s14h) The Arabic numerals are written in the following way: 10 9 8 7 6 5 4 3 2 1 0 ye 4 A Vv 4 7 t y y ‘ 9 A1 Themumerals for 2 and 3 fer in writing from the printed signs given above, namely € for2 and Y for 3. Compound numbers which are expressed by numerals are written from the left to the right as in English: 1994 \444. 1.1. The numerals are: . a sift \ aely wahid x oul ithndin % oye thalatha £ iat arba‘a ° dant khamsa 4 &, sitta y Beye sabla A agit thamaniya 4 dae tis‘a Ve 3 ke Sashara According to grammatical rules the numerals 3 - 10 are regarded as diptotes in abstract counting. Consequently the correct pronunciation would be wahidun, ithnani, thalathatu, arba‘atu, khamsatu, etc. In general, however, the endings are dropped in oral usage. Accordingly we pronounce: wahid, ithnan, thalatha, arba‘a, etc. 1.2. The numerals 1 and 2 are adjectives. They were treated in Lesson 9. By contrast 3 -10 are nouns. Each numeral from 1-10 has a masculine and a feminine form. The numerals are used in abstract counting as shown, i.e. | and 2 in their masculine, 3 -10 in their feminine forms. 1.3. The rule of so-called polarity applies to 3 -10 in connection with a noun as the counted item, i.e., a masculine word is preceded by the feminine form of the numeral, a feminine word by the masculine form of the numeral. The numeral and the noun are the 1“and the 2 term of a genitive construction. The noun is indefinite and takes the genitive plural.124 Lesson 10 in connection with a feminine noun lin connection with a masculine noun! pis EM r Salad | Sty 8 pi aif t Seek | Sle, taf Se aren ps i Splat | Sie v Spd | bry tae A 4 \e Splat | Sty He This rule about polarity also applies when the noun does not immediately follow the numeral or is not mentioned at all. three men Jue, 8 three of the men Sap gp BW three of them eg BE Thave seen three. oe Gt 14. The numerals 11-19 are indeclinable (Spall oy & 322) with one exception, namely the numeral 12. There is agreement in gender, not polarity in gender, between the numeral m. “25 , f &- which denotes ten and the following noun. The noun takes the accusative singular. in connection with a feminine noun, in connection with a masculine noun ia AS Sy vy al \Y \r veLesson 10 125 @A2_ The rule of polarity in gender which applies to the numerals 3-10 also applies to the numerals 13-19 in so. far as the masculine numeral denoting the unit is connected with the feminine numeral denoting ten and, vice versa, the feminine numeral denoting the unit with the masculine numeral denoting ten. Accordingly polarity in gender exists within the two terms of these compound numerals. On the other hand, there is agreement in the numerals 11 and 12: a masculine numeral denoting the unit is connected with a masculine numeral denoting ten, and a feminine numeral denoting the unit with a feminine numeral denoting ten. 8 A3 The dual inflection already treated occ ve of the m Bee pce Sh iy Ess | in the genitive and | went there with twelve girls. I saw twelve men there. @A4 The numeral 10 is mase. 75 , fem. 726, whereas it is 4 and 55-2 when it functions as a component of the compound numerals 11-19. 1.5. The numerals 20 - 99 are followed by the noun in the accusative singular as well. The numerals 20, 30, 40, up to 90 which denote tens have the form of the sound masculine plural (n. O5- , g., a. Cs). The units compounded with them follow the rules stated under 1.3. and 1.4, i.e. there is agreement in gender between the numerals 1 and 2 which denote units and the counted item, polarity in gender between the numerals 3-9 which denote units and the counted item. The word order is different from modern English; units come before tens. Tn connection with a feminine noun | [in connection with a masculine noun ia Oye Ye ib Oyhtney ei] ¥) fia ofa, oleh YY is sites eM YY fs 3,8 Y its oss sit] Y) iis Ou, obs ry 5h, ose, oid Pes rr Soy ose Oe126 Lesson 10 te o. 4. ve AY Sh, Ogu 4: Shy okts 1.6. The whole hundreds (Le. 100, 200, 300 ...), the numerals thousand, million, billion when functioning as the 1" term of a genitive construction are construed with the following noun in the genitive singular. The numerals 300, 400,... 900, each of which is constructed out of the respective units and the word for hundred, Ls or Us (pronounced mia[tun]), as a genitive construction, are written together. Since the rule about polarity of the units applies here as well, these take the masculine form when preceding (Jl, and the feminine form when preceding aS O26 Gite. The plural of the three last-named words is ude «cl tele YT. The plural of BL is ole, which, however, is only used in the meaning of “hundreds”. 44 is in the singular when the numerals 300 - 900 are formed, although the numerals 3 - 9 are otherwise construed with the plural: Views potal Vow Yous You Tees Yes oo fee qe 1.7. The order in compound numerals is thousand + hundred + unit + ten, which are connected by a copulative 4 respectively. If the units 3 - 9 or the numeral 10 are there, polarity in gender is to be observed. yer yy Yes We Nee £ANLesson 10 127 \vea bis Sins els BER Ulf ve x lf hae jks YT (cae gh ll as sof Yosees ihe Yroves those, LR, suhe AAS With regard to the numerals 101, 102, 1001, 1002, the abstract count differs somewhat from the construction numeral + noun as the counted item: FREE: 1.8. The numerals are in the genitive: after prepositions after nouns after the numerals 3 - 10 and the hundreds and in the accusative: after verbs (as the object) dle, oe Ef after O{ and Uf Jie, Boe OG gf after the numerals 11 - 99 Wh Oy eey Set @A6 The declension ofthe numeral 8 i: n.and g. OU a GUE and when definite .sletf or (stasf, CF. also Table 37 in the Appendix. 1.9, The years are in the genitive, namely after the words & and ¢le “year”. Polarity in gender, which applies to the numerals 3 - 10, and agreement in gender, which applies to the numerals 1 and 2 are to be observed again with regard to in the year 1990 Cty Bly pl 3 _ ba hn in the year 1991 ped SAH] Blend y pill dew128 Lesson 10 in the year 1991 cody dolys Bld pall ple g in the year 1992 in the year 1992 copied otis Blush yal gle g in the year 1993 tds Py Blass allen g in the year 1993 cosy By Blass pall ole 7 The numerals are also read from the tight to the let: ally HLeawdy creed BH ple G. 4A8 ‘The states of the Maghrib mostly use the same numerals used in Europe and America; and their use is not restricted to dates, Newspapers from the East are also beginning to use the numerals of Europe and America in the last few years, 1.10. If the word combination consisting of a numeral and a noun is to be definite (3 men > the 3. men), the numeral follows the noun, as is also the case with the numerals 1 and 2. The noun takes the plural then in any case. The rule about polarity is not affected by this. . wo GA Osh gus Oil cae tow of oul Gulf aul Jef §.A9 The construction which consists of a numeral defined by the article + a noun without an article is also frequently found: Jim) Uf (Lars pre wyatf The numerals are not included in the vocabulary list of this lesson. They are located in the detailed list in the Appendix. Vv last aol to.come after, to succeed so. + (@3) eo eventually, finally (ol | pilgrimage erwole & so, therefore, then 034 } according to a basis, foundation ed T ert | ealeulation, account, bill LE ler basically petal | here: place, square ele le ‘Sunnites Ly Jat | present, current, contemporary ge to begin, to start (Et Ly | neatly, approximately, about the beginning ‘lay | 10 Succeed to so. o Cty Ge blessed | caliph duals ¢ 4 to amount to the Rightly Guided Caliphs ost! Ji edi son administration ol g alot died (pass.) dinar (currency) J3b. zeschool of law I beg your pardon. M pth May God be pleased with him, «= 41 (55 pillar osteo) you want (m.} olay Zakat as; Zakat at the end of Ramadan —_Jaslt °3 plus ay registration ole dots staircase, steps de ple Peace be upon him. ped ale Muslim Islam Islamic the Sunna equals the act of testimony honest, upright (epithet of the I" Caliph) lift hel cote God bless him and grant ley ale oe him salyation! (often used in the shortened form rie ) prayer diye ¢ Dhe morning prayer all / pul Be midday prayer ell De afternoon prayer pasll dhe evening prayer jill Le night prayer fasting he equals Ua pardon tye relying on (hey eet Lesson 10 129 building year majority before estimation divided by calendar stay I told you. ‘They told me. /I was told. venerable (epithet of Mecca) tongue; language faculty of languages amet t why 13 including, inclusive of WBS Ole percent Medina Mecca one can (+ verbal noun) prophet, messenger minus ra end ul shining, enlightened aid (epithet of Medina) to emigrate the Hijra of the Hijra 2 engineering dette (the) finding stell corresponding ily AD; abbr: ¢ ote Yathrib (Medina) oe130 Lesson 10 Text 1 © gabe y phat! pie Lay pele glee lpr Bad cath Gane al cell 36 Qlaoe aly 4. of al Pie polly db > el a ty atl Calle af EY eld tary Ll PG Cady @ VAY g ey (GAT) UES Ga dood Gay ¢ YAO. pif ‘ 1G N89.) JE ast Dealy CHITA, Me Si Yow yp oh soya 2 oy ost Bealls cltally we pilly paaly philly pall Le heed Bete a Wpotly Olean, pge QL GD jbaall 515 AUS GE AIS ply AUN Glee, gt a PN ale of ae ye LY Gy play ade bi Le att ot hth ate da NM) Opel jl LAL Wale y a Bot PU pt ot Aa (CTY. ~) BL, tet 7 arty thi 34 2, are - WY) Bal S Nery wpe BI, UI =r) lb IE es Piet = AEE) SUE Sh GjM dyally ¢ BYR pwr gy Guleg ale bi Le int ob, cLety Ley Voth heat ll Lal le cs pl py git Uy 0 Anal odlay rt EDLY go! nas Be silks LLL, Slt ayy JI Gaus hey at abl Sy Guha By IGA) BLanyy Stns aE Ig abl SN ld OLLI le ole oh gol ful ey Ny thao YY UL TY de Uyeda ty pal Rell Vers ai very et IY pl Gly 410 Thon is only written with Alif (cy) at the beginning of a sentence or a new line or if cy is the first part of aname, eg. ex oa! «2 eo 0. otherwise the spelling is + : tl gh op ide lll tee gy Be wy heLesson 10 131 Text 2 ferme wae fuse uf dl che rub she foment Of db ced sil chee TU GNI Sze fe carne Wa: age GS gi Lie Sole L fas ol wen jet Koy te af gg rub WVAVA tee og Ey Solpall : slang © VOY pS) ces glk OA) te Sigal dy ab AYAAY TO £ fle LBY! fe AVY Galball By VAY Bylenll by caked SI @ Le Sus cil oe de: watt Jd ches ie Sob ag ead eso oy Cr ghg sub GUIS oF ect AAS Jormend 8 lo} oda SUBS gd IS stl US fe Ge cit dity ey: Sys or Js f BU cts CUS Jord ad petey elf Gpefd Uly bd citdye pe Seed ALS ooh Mae W of Red eS} gf teal Sf cena Ly} b> ce got elt alll GU cs UP saab lt AYYY 63 Ball J Wall IS pe132 Lesson 10 Exercises: Li Form sentences according to the following pattem using the names of currencies you know. eS ode |. SH de cy pele OY 92 Bd, GUST Mie apse sod ne Sy Thrall Ne ey pal L2_ (Homework) Form equational sentences using currencies and time definitions according to the following patterns. A month consists of 30 or 31 days. yy ght eel February consists of 28 or 29 days. sly 14 YA LL pee A pound is 100 cents. wb Vee ag 13 Answer the following questions. . EUS gf case GLb! ais ct gall 3) EUG (ES GES) ES Bp AS S(eatatl SA ei) Sart Goel) maall Ls 3s WQalb opel capt (on dey ay \jlgrr chee cLliy tus wo B) LS Bae 8 OLA LM tLe I egal a SI S(pSsx 3 gt 2 — ié@==———em SC cpa coe collet eB) LS op Sate 0S” Cae oS $F pere SUI bse GYAN Alene!) OUST) EUS jae oS L4 (Repetition) Negate the following sentences by means of (J. sTagee Wa el < wage Cie Le 3 3)) cn) < Le Balle Cal ged ae sett Bate: Bagel see Ab BAS BS OS gue Opals Ley gad gle Stee je ga Hi pg Opalall Age 2 gecll eS Ugg clan gol by ENS ode old ol sill Eis gf aobes still BUF waa! Pay attention to the fact that the noun or phrase following the prepositional phrase in the first four examples is not the predicate, but the subject of theLesson 10 133 sentence. It is the type of sentence dealt with in Lesson 2, G 3.1, sentence structure 2. G1 Combine the nouns and numerals. lo dss yy \y 7 ee isle re a £ hw pe gh fo yo ° PI ole on nv 1 eas w \v y ALS rast VA VA A ke coy Aa 4 4 Col ase Ye Ye \e (a hae te yy yy ae nl o. YY \y Fae cab ye Ae ve 1 Ago (By vel Ves cn Ye oe fee Yes Yes gl ae Joooc os ce. G2 (Written homework) Add the definite article to the following collocations. aye Jb Jt < dlr, Ue Oy halt eS! < bey ogee? sof - Lis pte Ly - j Hil — cyeler DW - Cle ad - Gb ote Fee — Legal ne OW = by Og te — thal tes — Old ee — by te Dying tee — Ley Op DH Bele Oy tes eS ol at Le ae ~ etl ys be ~ Baba 5 phe ee = ay hee NagL Opty aol — Lave agate WL G3 (Repetition) Negate the following sentences by means of 4. wi pail f < wis CLSe Lo ate cat > ale one ce teal oe Ep all on Core Clee Isley pal claw opi bey ntl wb oy vCeadl AUS culo spall et tc Parca ae Lag ead etd pegs Congd pth CB byby US Kee Cole US ge Lyle AUS ace Lele woaadl I Lyre 5 cae ALU Lie wis ie ase bee of dey eS of Lbee eal LG Ql tee anal WUE g chee tke Clas the Jor Ub134 Lesson 10 U3 Odef Ld) dbl tS) def LUS (del ate dygerl ple dle SU Ay ged Les Sf fad US pela eS Ld US ad ls eet BAST pal LIST Bh bed oy gil yy Lgl Ch deka) SI Nyaa Dba gAlST palall G4 (Repetition) Negate the following sentences by means of Y, Jor / ¢. Bgl aly < Sell phe teal dal gy) < dgall J) ole _ hs rol < WAS Cagis ® EUS gdp Ula baw Ge Cal ge compe Skee J Caifol be Clb sys Byerly fae Uso US clad wigall UJ opr Be Ss Ot UPS gall BUS cles US yl tS de HS Gel SI Oy hes ee ee cs oe ee aioe a os Cs Dts J) ob of ges Ig I cay ph OK C1 The teacher asks the students to count in Arabic. C2 The teacher quotes English numbers and the students give their Arabic equivalent. C3. The teacher quotes Arabic numbers and the students give their English equivalent. The speed of speaking should be gradually increased. C4 The teacher quotes nouns with numerals first in English and then in Arabic and the students give the respective equivalent. (C5 The teacher asks the students to do calculations as follows: A Sse EAL < SeS ssl £ jt VA Gale) Gadi Ve < US Spey ) Gai Ye 12 gly Vee Tes Lp salu V dey YO Sg oO Qo < SS soe ge C6 Prepare a dialogue based on Text 2 about the registration in a faculty/ university. Use as many numerals as possible. C7 Prepare notes for a “lecture” based on Text 1 about the most important dates of the history of Islam.Lesson 10 135 Final Exercise: 1. Combine the following nouns and numerals. ily NN priee \e os °° gib \v De ° kt phar YN 3yles yr NY a OY fw ay ge txt ry oY £ON ple VY 2. Translate into Arabic. after the Four Rightly Guided Caliphs, the Five Pillars of Islam, the four Islamic schools of law, the twelve Islamic months, with the three wives, in front of the seven mountains, the two dissertations, the thirteen chairs, in the eleven universities, in the month Rabi" ath-thani, in the second year 3. Negate the following sentences by means of Y, -), bored. Lai ge olin Opals Spm Cyelindl ote flee ET ple GL parle plow Uf CE We YY pled YI Gest Ly eal al oe gill da YI all cer abl ee tet Ob at gt pe hee gn del, Lie col oT SO gl ongh opalell op 4, Write out in words: VeeVcVAVACVOs VAC CT Ere VTOAC TYY AA) 5. Translate into Arabic. (Numerals have to be written out in words.) I was in Baghdad three times. They went to the theatre with five friends. The registration is on the second floor. He lives in the 2"! room, He entered the 3"! building. I have 4 brothers. Two million pilgrims travelled to Mecca this year. I was born in 1414 AH. Muhammad b. ‘Abdallah b. ‘Abd al-Muttalib b. Hashim, peace be upon him, is the messenger of Islam. The four Rightly Guided Caliphs are Abii Bakr as-Siddiq, ‘Umar b, al-Khattab, “Uthman b. “Affan and ‘Ali b. Abi Talib, may God be pleased with them. 6. Write the following Arabic words in transliteration. Pe Okan ep pe Cpnill he digs GI em hme a5 7. Write the names of the months used in Iraq and Syria.[Lesson i po Sol ow yl! 1. The Perfect Tense of Verbs with y and cs (dek4)' Jud4f Up to now, in dealing with the perfect and the imperfect tense, we have only encountered the so-called strong verbs (reall JUS! ic. verbs in which Ry, Ro and Ry are full consonants. There are certain peculiarities in the conjugation of the so-called defective or weak verbs. The verbs in which the “weak” consonants ‘3 (aw), «s (Ya or ¢ (Hamza) occur as Ry, Ry or Ry are to be understood by this. The perfect tense of these verbs with 4 or cs is treated on the basis of model verbs in this lesson, the conjugational paradigms of which are to be applied analogously to verbs of the same structure, AL The weak verbs are often designated by Latin terms in the grammar or textbooks of Arabic: Ri = y orcs = verba primae (radicalis) 9 et ‘or (5 = verba mediae (radicalis) 9 et Ry = y ors = vorba tertie (radicalis) 5 ets 1.1. The perfect tense of verbs with Ry = 3 ors is formed in the same way as that of the strong verbs. model verb (Les “to arrive”: ete. (CE Appendix tables 1 and 15) 1.2. Ry has the long vowel a in the perfect tense in verbs in which Ry = 3 or é if vowel follows Rs. Examples with the model verbs: 1¢S “to getup” (<¢53 = Jay Ro=y LEG) LAGS) BUN MEY “to sell” (< Qs = Jed) R= Weta) CEUQA) ELLA Tite “to fear” (<3 + = Js'sy Rp= 5 , YS Ga LEGA) GE US A2 Consequently, in these forms it is not clear from the outward appearance whether itis a verb Ry = ora verb Ry = w os & rors ji ies (eh roves sh igs & oes & _S * me (=) os Gah ules (a) (Appendix: tables 1, 23, 24, 25) 2. Word Order: 0! and the Subject of the Sentence The normal word order in the sentence is verb - subject. If the subject is to be emphasized in the main clause, it is placed in front of the verb, and the particle &} is set in front of the subject. The word order consequently is: 51 + subject + verb + (object) AAS Likewise, first the subject, then the verb comes after the conjunction 2,5 “but”. Moreover, this word order occurs without employing the particle 5 if the main clause is introduced by a conjunction (y «L3), ‘The word order subject - verb - without a particle in anteposition - is especially common in headlines in newspapers. The particle ©} causes the subject to be in the accusative. (They have told us) The Arab delegation visited the city of Berlin. «=f cx p ty 5 gal 4c 14s | yesterday. The particle O{ is used after the verb JU “to tell, to say” to introduce direct speech. Since “to tell, to say” is mostly followed by indirect speech in English, the illustrative sentence is best translated by: “They have told us that the Arab delegation ...”Lesson 11 139 A6 When reading unvocalized texts, the student must observe in the beginning that he does not read the O| after JU as Of chat”) under the influence of his mother tongue. ‘A personal pronoun instead of a noun can follow & ; its affixed form is used, which is also the case after Of : sg. AT Bl c il c Glile Ut ch pl. HL ESS 6 pS Salle all GAT The particle (18) (*perhops, maybe") is a sister of ©, It may introduce an equationa sentence, With the subject in the accusative and the predicate in the nominative, The subject of a) may also ‘be apronoun, a) ‘can also introduce a verbal sentence and must therefore receive a pronoun suffix agreeing withthe verb that would otherwise follow immediately afte i Perhaps the student will write the book. The imperfect tense of the so-called weak verbs is given here as well as the imperfect of the strong verbs, although they will only be dealt with in detail in the next lesson, for; in order to fol c= | meeting, sssion ole ub crisis obit ¢ H5f) council We cue founding b Security Council ol le to be sure (that) neighboring asl nation, people fixed sind the United Nations to happen _— thing, matter war er ae oe security improving et parliamentary, parliamentarian improvement ot proof, evidence for ge inal & oy presence oye to build, to erect, to set up sth. * (23) 42] dear guests Syed ol par building, construction power, control, rule regulation rule, provision SS! ¢ pS to letio leave sth. for so., J» (i's) 45] court ee CES to sell sth.140 Lesson 11 solution Js & Je situation, state, condition whe Ue the exterior, foreign, abroad ch quarrel, argument (3 de) OL ¢ Ge to be affaid of so, sth, 8 «8 cyt (C348) Cate elt to invite, to call (upon (GS] «J) (64) leo so. to do sth. the interior, inland invitation, call wl yeo ¢ Sybo religious . memory ASE CEG anniversary of the foundation (prt os 53 ' opinion (of, about, on sth., so.) (3) SI) salary to ask so. to do sth, I greet / welcome you reaction bribery torefuse, reject, tum 8 (ain) Gad, down sth, to visit so., sth, 0 Ose) WU rising, going up (beyond) (oF) 85 question, case fle zg wt reason, cause lle ee speed wei, fast &. Taal peaceful iol Inthe name of God pax cya J a} the Mercifl contribution (to) (Q) bg tale His Excellency (rt) to move (to) J Ge) ke ghost cle a making so. take part (in) Sys} doubt (about) (3) SS ¢ He undoubtedly, without doubt bs hy creation, formation problem $ consulting gs journalist Os g yee friendly, be friends with Gibe declaration lew ra authority, power(s) cle ie industry Lg tle ‘xtra, extraordinary syle development or hs opposition hg le kee carrying out, holding (a meeting) sie general, public ge to work towards de fe to return (to) (dp GAY o& return aoe Te, Bale] to live, to experience, to see © (usm) ue victory over; overcoming, le hs surmounting (coordinating conjunction) re) period scandal law interview future (particle of, Lesson 13, p.163) 3 able to, capable, qualified ge 2 clear-cutto steer, to drive sth. (to) ()) * 3. 8) a to say sth., that oe @. | 52) JB to get up, to rise Gy) to carry out, to realize eb to conceal, to hide Jo GX rs rc 3) 5S ce CS os was (vith predicate complement) (0354) OS” therefore, that’s why catastrophe sufficient 5} to steep, to fall asleep Lesson 11 141 success ACE (prep.) te (direction) election relating 0 victorious, triumphant checking, inspection system, regime (him)self (Particle of confirmation) task committee Obed board, bedy urgent tension to meet so, ° ay 2 positive representative One fet to find sth, alike, similar Sle situation carrying on, performing, exerting 2 jle*| citizen to mun, to walk, to go (#5) A | to stand in front of ul Cay iy past _, gP™ | post, point (A) Gly ¢ By to grant, to give so. sth, 8 o (2h) qi+| representative, agent WS Ss result ZW ¢ tess | (Under) Secretary of State, — Uy Jy tobe successful (in) (3) (Poe) a | Pmmanent Secretary Text 1 ned SI Als red) AD A ee AB gg lh ally hid Sy pam le pS Sal oly pS CE Balen y Cleat Cl pam ANUS gine Tcl Wy Henkel lS ll oe Le alll Sl yell G Og aT LS Gal ple 2 ISLE oe tS Tm Gb Leet y ULL ake le Cleat fol oye iSO! bles iy ce ey eee Be Cyby fet Gla! ¢ Le MI OLS Bel I sen pate Uy glall LY) ode142 Lesson 11 Ly ly Ba BIS MAL ob L1G claall d ppd gulf Ge LS, Upigeny BLA OMAN cry 5 gpil LAST y sla Lelie! Uyeo I Sy” JFLea elif Belin Vgl> Gard gy Lith} frill 9595 CIT y GUI GF fee G Lae Ogle) sb pA Ib Lake pela y AI ply Rell pall ak 5 y Leal ca ad RS Lol oda alls Osi pS ply Eadll of Lk Of Lary OW y Lgl Leelee eee de QbU Olay yt py! Whine! 5 AB AL SS eh Ob peek Baye ye Lube OF ny al is ella ely US Late peg pate LT ge ASEee cs del Sy delnall SLE Gg Ul oly ge All sonra Weall oy appl dal Whit Sy pam le salty pS Saf of b part Text 2 Ayjiowe Able BA bet ope SB ye ye pL of Lonel atl dole Hhiwall cals dpe shal gle fad SAG aay LS tt ene GEE LS tt BSI 5 I yy bl ISU) ty SUrleel a ley JS UM obs ele GS y: ipo y ASL y elaonly yalasil ay 3S JTL obs Olaf Of tnd st BOE F ST me bey clriptl wit [Kes dale} BSL) pw L imal $i SAI Gg de tall 5s) The gL de By CS Le bl U3 Sai ole Ga fufey sty SUSI gb pSAN es Olde lame Fe obLAT YL, BW JoLa asd! GV ol ead EAS yy clap ap dy Lead cgay Sa clea dell pW AS y Higdmnall et Bg) OB ASAT g Sash Calg Nye Bam gh Cay ly Wah $a gahLesson 11 143 tls ped, AGU Obed Jy obo | i> 3 es 4 Sy Uh tnd UL gsSe 5 pb Y La ylll Sf Leckey Byte clst MLN oie G ds jek! wel Sipe L Lpnetly EAS be lal odie le (7 Sal ial Vlad tnt Ra Lele ppcet poll ¢ eG Gol Moy sls Gye fo inl! $5.ncbl a wb Lb OL tnt! Supe (Se eee Exercises: Li Insert the appropriate preposition(s). Py ele) Syd. De AM ple DL SI. oS Saf of... Lyne't ve Cre ey Le. UA pa Soh. as el ole... ce td geal CB gale eit 2 is OF ISL... ab ght BY) Lstrel yes. Sle .. Libs AGS, AS oo oH of Clea os Bye Seton Uj ds pd olald ode. AS jib Lid (5 alisil... Sima! aa... Boye. Lede oll ole. oo bi Oley ys Whit oJ Ste tf Hedy By Relea) ME... dl oly dogs... Ad... BU oo A ole pale WAT sll Leafy Wt. oe ol. ha ode ALS... 2B ya gb. 12 Insert an appropriate verb. Be Ape Boe A GH Stl ow Sp ge cof b. oh, AS tbl gl JoLeb dee J pe ole} cle... SB} ey oe TSH Rall Ss Qn. 9ST eee Je Maleel Ga by ISLS! ULSY) ASU ISLAY Tf > Gg tad ole 805... Le yLall of 3 Sal ede rh LS) Maal YI Sl ped alg SA LL Ole Meall .. See! shetl WLM ake Gayla oy of pF leads Sal pl Olal) Lal ale Ie ATI La glad he che ALE JTL GaSe 875 Geo ybll ayer144 Lesson 11 (Ml Rae Lele ypcah alll ¢ pe el pe ef dee ob L3 Transform the meaning of the following sentences into the opposite by means of an antonym or negation. nd Eyl EY pended oro or GUA ag ey he Sle ad Jl lb Spel) Be cle Gyn Ogee pe da Jory al gin Coke Ifo! nd! 14 Form genitive constructions with the following words. 1* term | gis [(translator/interpreter) pj | hy) | cova | darken | she jy hig | Osiile 2™ term Cords ay ely) Lelee c(the exterior) Lar WH a Se co 955 cola Boyles om cheer catonall gel c(the interior) GLb) ole Se LS Same as L4; but add an appropriate adjective to the 1° term. Sat lis ily > elig- yy L6 (Homework) Form 10 sentences with numerals and Arabic equivalents for “to have”. Oy cal) ost te I] Sar A one | gue © Oe ae | G1 The following exercises are mainly to practice the change of persons in the perfect tense. A sentence is given, and the student has to repeat it and then to transform it as shown in the following example: r dl as ale © repetition: Gai! d) Woe ole ® completion: cad! dy] Uf Que y If a clause or a part of a sentence is to be completed by another word or phrase, or if an additional word should be used in the completion, this addition is put in brackets after the given sentence. Thus the example given would be written as follows: (ces diy Guaill dU} we ole The affixed pronouns of the 3" p. have to be changed into the 1* p. if necessary. GUO, gas desl we given sentence:Lesson 11 145 In the first place the change of the 3" p. sg. m. or f. into the 1* p. sg. is practiced. (He) (lazy) (OAS) (be oh (re) (BM) dey Gd) tl») (Osh ally (3 ce) Gt) (ue) ~) Obs) Gree Gl 5) (Ang ty ey) (Lash) (gels) (bbe) @ pS ode 2 cc) Gah (brown/brunette) (¢1 ,<“) C3) {ois 3) (ey) shale 4d SM Se et il ate JB He deel SST of os Ait! Ib by +o A) se he shell Syl osb del Gil MI (to promise) 4e5 BIN led he aos Sey us ese Opal 3 sULef pli AS pny Bylo GAL ol MIL i oy dd Cite sd oht jet G Sle hate I wad ple betes ead cw (8 “On oF ope ale gS eats Ag le Lig pine cars shealall 545 tie lUall dey Toll SL Ca of shall co, shemale 3535) 415 only) id Bly LAS ea yt gine Je le TSU IL te dete EL 33) EUG 3 3 gt Gil» oli Clr 65S) dle gl te AA) J) ne 2 all ete Leo blond) ¢\ it ab Arto i) Be SL! alah oye i gt lvach Gb: 3 ala gaat ols” SoU Uhl le ginko cabs Aa146 Lesson 11 (4) ay Aantst § US) Mall awry AU Jf atiebe Leo Gs SD Oped) Sota oe ot she Og) Age CAST sh Ball CIS alee db} mole Ge) Ag pd) CAL (ose ee (a) wae (walk, stroll) 4 5 pine! “3 (ess) anal ait ole (ee) voy Ryde Steal Nj (a8) che) tN cla inte Chey (Lash wad Gf ryle (es) a Ghee cpt Tfliall wale G2 Same as G1. Practice changing from the 3" p. sg. m. or f. to the 1" p. pl.. Example: given sentence: Gull Sb} at ole repetition: Gad! S) do4 ole completion: scat Mf yA Uaby G3 Transform the sentences in G1 into interrogative sentences starting with > cs» or \3U in the 2 p. sg. f. Of course, the noun-subject must be omitted in this case. Affixed pronouns of the 3 p. have to be changed into the 2” p. when required. ale dh SAN Ie Nl) vale id! Syl oS eu / e/g C1 Cistening comprehension) The teacher reads the following news in Arabic. The students render the basic contents in English. ela SUB SAG par say Slay! SW pled aj y hey selene ey sled Jom L2G fond olds yy dew VI GID Dyer jlb] G cle UI gett pes SLES cpl Oghacll fame dre Sty GUM jLecell dealt y SUI i) EULI ddbe pb Ober BUD Say salad Vy ellLesson 11 147 Aa dy SLBy ge lh Lyall ks OVE cad Ni ll a seed tbe gla pees cde fren bye LB OL Baill Cael” bi ANAS eo gba Jalaly goles yy Sina Spb plall cee glo pe cob ll G pou pLall call pra gb dt a Bl) ol A de sl dll rtd g Lag pe y Lene ye Leold O15 MY guy Gales by roy 204d soually lad! 2 BD tl pal ply beat nip ee CHOY iy LU Wg SLE GO gledl easy LAS OLLIE! ¢ jay Iglelery tacolall lar G Ur aCaeet gl eeaglly JUAN als cael bates cogs nth bby Seep dl ep by roy oye wgoladY O glad gy pte Layo dry SN SH oe Clg +5 3 C2 (Homework) Prepare an interview with the leader of an Arab delegation based on Text 2. Ask about the reason and the results of the visit, with whom he met, possibilities of cooperation in industry, agriculture. trade, research and education, where he will go to after this visit etc. Record your interview with a cassette recorder and play it in the next class hour. Final Exercise: 1, Transform the verbs into the 1* p. sg. (perfect tense). ce BLN a pee DG UL Lf ale paall Ul oles dant et 1) pl Gay bY Gat Ut (lB wall Eby 6 JG Dw Ly SY Saleh pS hae Sie Ge ppl CF lal tory alas " rok. ANB Gide oD asl GOS pnd Gad Bb Gal EL we Al doye 2. Transform the verbs in GI into the 3 p. pl. and vocalize the ending of the verbs R= of 3. Translate into Arabic. Allow me to welcome you and to thank you for your return. We found a peaceful solution for those urgent problems. The reactions were positive. Her clothes were a scandal. We visited six countries. The men said that the minister was afraid of the opposition, These four neighbouring countries called for an extraordinary session of the United Nations. We went back to the parliament. The military148 Lesson 11 government concealed the results of the elections and the success of the democratic parties. This permanent secretary met with the members of the committee. The situation at home and abroad (in the interior and in the exterior) moved in the direction of the improvement of these relations. We came out of this crisis victoriously. The Security Council of the United Nations called for a peaceful solution. 4. Put the appropriate verb in the perfect tense. UGE GL... dipee do. A ot ve A SHY Ape do Len Bi odd IS le Tal ge ABLE ISL Gl ait) ole dha Gabbe Sky oe ae SYSUAN AUG, aS 5. Translate into English. Give more than one variant where possible. dus jbLs) CJUsii coe QV Egheall tebal cllesds ain! Ue So Los) eke JW heel RSE ty GSAS ap Nba 5 96 6, Add the appropriate preposition. vee AS) 3G opted oo. ets lb ely Digs A Od dye. bie © BSE QW. Be pes et. Lhe Woke bee BIS SteLesson 12 pe gl pa 1. The Imperfect Tense of Verbs with 5 or 1.1. The imperfect tense of verbs with R, = 4 is formed with R, being omitted. Examples with the model verb (|(24 “to arrive”: (fey has the imperfect vowel i) Oshai ~ chal és obs (hy he Gy je eo GAL Verbs with Ry =cs are very rare and occur nearly exclusively in the so-called derived forms (cf. Lesson 14, Gr 1.). Their imperfect tense is formed in the same way as itis with the strong verbs, ie. Ry is not omitted, (Appendix: Tables 2, 17) 1.2. Verbs with Rz = 4 ors have the long vowel d in the imperfect tense if they belong to group I, and the long vowel 7 if they belong to group II. Verbs belonging to group III have the long vowel 2 , when a vowel follows R3. Examples with the model verbs: 145 “to got up” (< (8 = sy a= MA HW Ww UEY “to sell” (< as = ) Ree rate) tel (4) Wt “to fear” (< Ge = sy R=3 BW yA Gwe GIG) G2 Verbs with Ro= seg. JE ( Les) of Rs (2 > 6). 3. The Imperative of the Verbs with 3 or The imperative is formed according to the same principles which apply to its formation regarding the strong verbs. The jussive is the form the imperative is derived from (see Lesson 8, Gr 2.), Table 9 in the Appendix provides a complete survey. 4. The Verbs i, #U and asf Some of the verbs which are most frequently used in Arabic are doubly defective, i.e, two of their three radicals are 5, 5 ore. As the peculiarities of the verbs which contain a Hamza are nearly exclusively of an orthographic nature, there are hardly any difficulties regarding the conjugation of é “to come”, (J! “to come” and ost, “to see”: ae is conjugated like the model verb ¢ sl is conjugated like the model verb (4, cst) is conjugated in the perfect tense like the model verb .<, in the imperfect tense - with the Hamza being omitted - like the model verb ( Sl dele UF Cy gill cle falas uf Sars Base NY yll aw pS BS) lyr y WK by OLY Ge ge BU glo £06 ibis Largt gan oie SV gill jae BL SB cnet gle tyler Bow ub Mia ad hot y OF Sty pall lel oe tS mel pubed yy ef YS edo b pty Loe Far tl asl Sb pad) ys VS Lie ob pat i go bs fad F919 0 gl als Yl yb bboy pills lO Soe rally yp ore apt sbeed SL Abie pte i pine ¢ pall Lhe LGW ae eae 85 wtbil por sland Bar dey Hd) 2 sel BN els af la DY dy dey oe tall Jp LS Pst Gl 2 fall nso 1 fall 1g Oh fall ngye 1 fall ngs tat Tg 1h fal 18h pal ngs Ol pall 1g156 Lesson 12 Exercises: Li Form sentences with the imperfect tense of the verb (¢3 5) a4 and the words for north (JL), south ( y>), east (S}+) and west (2). Use the following nouns and the names of countries you know as subject Wat SAS OIL ty ayde cc sella pena (jE aabe de Gye babs bldg Alla © 12 Form sentences using different imperatives of the following verbs: a) any bye 6) Nj d)ale c) ee Duk Use the given phrases or other prepositional phrases and time markers. Chose from the following imperatives, nouns, affixed pronouns and prepositional phrases. W yUall de cael «py SI! eee ec lich cork ji Gb pall) aS at Be OY toll» A eed \ys seg Bde Lacldl $93 5 Olas EUS cat We O45 Nyyg5 U5 call (surroundings) >! 2 UNS cpalall AUS (tower) gi! a poll cbazdio «gall sal AI cell St ase te L3 Add the definite article where possible, Dale ple epee yt y Lele pb peg, Lie pblied.. GOS Be ot GYY (ph tek. OS abe ype LT oe AA, Sty Rab th yy Bp pp Ria y le. lb. y ULE. ABl).. Byar, lets. 3 Olye., Iho Ley OS. ce OYT.,. Ole.Lesson 12 157 cele Bye ue. Gal. eg Wee). BLE, aS. y A. pyle y Lelaorl..y Ve Sane. i fate WT erly die. olathe. SULT, Os” whale pee pret betsy bb sll omy sabalyle. cake yaar. of 5 Liee., Lald. Bae, LIL LE pp cle dale. ee og Bape he oy lake gel. Sa get Cole. ppb EaST.. alen. tole CUB Clg nt gy dal pS. Sle A. tele, ye, Gla y pare ot BB oe aa Ne les pele OHSU dye. ale eae Wage. LS. cp ote Sl es os at Lega bey WKE.. pelo. Oleg BBL Gah SG. dbeyeny LA The teacher explains the colloquial usage of GL (Ly) “to see” and asks the students to replace cs!) in the following sentences with Ls, and then to a them by means of + or Y. ASAD A Ay ell GAL pedal Owl eel spl Cal, seat de lf PY Oy 5 Aaa ode oy J ote CS pal oth al G1 Transform the following sentences (without taking into account the words in brackets) into the imperfect tense of the 3"p. sg. m. or f arid) A) As oye < Gail Mate ole © vedo gy Lat by Bath! OLAS Sues eo (aa cL) seach cle Ja SI af we gh Came wel clr (OLE! oj 3) ijled OF Uf date sat cl, td Ly pat Of oslinel we Ley (+) SHB Jeet I (O%-S) et gl te dé se bed eu «till Sf eel oe yo Gl stiel ual sc, (jUalt te) 1 Adal! JUai) as (opt pl) Opell g sire plall gs (Lasly Re py Boll Gal 2b BULL pall Ge dalell CLs edu) hdl Gato jl158 Lesson 12 (ee ugh (a) (ele) Os) (rae Grbrj) (ores He) (ie) (Leahy (omisy ash Gls) At 3) (Agel Si) s) Gus) Ge) (Lash) (ue) (hea) (coils) 2 Sede Cis sledge ye SU) Coes Mast oF tS) Cli jlelne iy! cLaet 3h Opbi dae oly Bader Ly ler | yatdy Of Lap tiLel lis coy Cl La gg WU be ire cass Analdl 5b de tbl sey pla ws, dl Jue ae (blond) +1 At ab bo a alas! 3 GUS CIS ay Had) | atte Clue les Olt OU oe 2435 CSU ee Jub cist ‘yt er Lee 2 Jb 2Osd tye 253) Lj Pte y Oslell 35 aplalal) 46S) gill ole r eke ae sly tad clas cite ey Bal) op» 3 sib) cole BUA cy SI Lf igh ley wlolwe clio ote se JJosslcle,Lesson 12 159 (eal) stig ad (lb Oba be) sath She Staal cos G2 (Written homework) Same as G1. Write down only the transformed sentences in the imperfect tense. G3 The teacher uses the sentences from G1 but quotes the imperfect instead of the perfect tense. The student repeats the sentence and then transforms it into the 1* p. sg. using the words and phrases in brackets given sentence: Gdsill MLE» yas repetition: Basal J] she 2 yas completion: cad! d] Uf asef, given sentence: 2g h) Ot oye repetition: say S) At oye completion: age dp Uloyel G4 Same as G3. Practice the transformation of the 3p. sg. m. or f. into the given sentence: ti Sf Mat 3 ye repetition: GS) he oye completion: sb dM) oF yay G5 The teacher quotes the 1" p. sg. or pl. based on the sentences from G1. The students transform them into interrogative sentences introduced by . «} or wl. The affixed pronouns of the I* p. are to be changed into the 2° P teacher: saad Moyet student: Sed A] oy teacher: 1 pall plal gal ut student: Gals a teacher: “sie ol student: SSae yg it be G6 (Homework) Form 20 sentences based on G1 introduced by an interrogative. The verb should be in the imperfect tense. C1 The teacher quotes amounts of money in different currencies which are to be converted to $ or £. teacher: AVP Ves STS student: iS \¥s Ga els Nye Ve Ore OM Tee calla ag eee Pees ee Yous egtdly vere 6 iD Moo smi OM BIB tee chy + Gpas ker Ts Bd Ves ca sue160 Lesson 12 C2 Prepare a conversation with a bank clerk and use the following nouns and phrases for this purpose. payment form Spall Bacal bank 4 6 t he periodic payment order atl Ue deposit form gol Blac i to) Eps money/ to withdraw money ile Come | agit @ ab current account, cheque account gle Glee account / to open an account te 3 { ou Ele credit _ installment Lui ¢ bs cheque, check / to cash a cheque Ks Gye] ole he traveller’s cheque, ~ check ial ws to pay by cheque thst ee cheque-book, checkbook elKead jbo savings book byl jee savings depot bss a to save Od ds to transfer / transfer, remittance he the | Oy Je interest / interest rate lil ang | Aly @ oa Final Exercise: 1, Transform the following sentences into the imperfect tense. Gey SYP Es, “ll goal earle dey ee we Cd ede oy pall SH) oly ast! A S| ald LON pA Ng315 LY pill GB pas of Ct FE pes Sle OU lt ad ay gb Whe, BLL eyo BY J} Ni a ott ee SAS Wt LS ltl A pW gle gall yeLesson 12 161 Lb geo Agde ge cate ell Tey rey oles 6 ol gli) Sd Gail BEE byl Ge abe Gy by aL! 2. Translate into Arabic. The reception was attended by the President of the University and high officials. The university will be a meeting point for many book-lovers. He will make a round of the book fair, About 50,000 books were sold at the fair. The opening ceremony was carried out by ILE. the Minister of Culture. I forgot the names of the publishing houses. I sold children’s books, books about housekeeping, technical sciences, Islamic culture and Arabic literature. He kept his promise. They came two hours after the appointment. I saw him on the campus. He promised 5 dinars, 3. Translate into English. ob all Sh esene eal yas Perel on eb LD pla de 4) 5S oe cl LT SSE et TV pill ge GEY Die a | abil Lib ols Laas Uy ead | feat | peal Uo os” 4. Replace the noun-object or the noun in the prepositional phrase by the appropriate affixed pronoun, SF all MY oe hall ope Bef SI ea pt] aL) ole BI oreo Beall le pall Se Be pay Bel! UP ete lll endl cost 5. Translate into Arabic. T have to reserve two rooms. We must buy drinks. They must keep their promises. You (f) must invite your mother. You must come tomorrow. He must forget a lot of events, She must come back. 6. Fill in the blanks. Jussive Subjunctive Imperfect Perfect[Lesson 13 pe CS Go yl 1. The Use of 01 The verb OLS (imperfect tense 5,53) is a temporal auxiliary verb, which localizes the action (state, event) in a certain tense. 1.1. GUS in the equational sentence LS’ is the copula in the equational sentence and as such is comparable to the English auxiliary verb “tobe”. The nominal predicate (OLS _>+) is in the accusative after O'S”. The perfect tense of OI localizes the predicate of the equational sentence in the past tense. The student was diligent. Muhammad was our teacher. O'S is negated by i+ jussive, accordingly “50 ‘The student was not diligent. Nags Ciba 5 5S The imperfect tense of OlS localizes the predicate of the equational sentence in the present and future tense. The student is diligent. ages CMb 857 ‘Muhammad is the headmaster’ will be the headmaster. aL.) “pba Wades OSG OLS is rare in the imperfect, ie. &,S% =“is”, and then merely serves to emphasize the predicate. In general, affirmative equational sentences which are regarded as being in the present tense do not have a copula (cf. Lesson 2, Gr 3.). aug af GAL However, the use of Sis obligatory when the conjunction ST “that” is employed, which is required to be followed by a verb in the subjuncti [Tam afraid that Ahmad has a now illness. (lt is stricken with/atacked by a new iliness.) 5S is negated by Y + imperfect tense, accordingly 0555 Y: Abmad is not /will not be the headmaster. ia sch oe sas SS yLesson 13 163 OLS is also rare in the negated imperfect, i.e. 8,5 Y =“is not”. In general the present equational sentence it is negated by (+) (cf. Lesson 8, Gr 3.5.). 1.2. OIS in the verbal sentence | As is the case in the equational sentence, SIS also serves to temporalize the predicate in the verbal sentence. OLS + perfect tense (143) and WS + imperfect tense Cai are compound forms, which are comparable to certain compound tenses in English. The folloning forms are compounded with OS: @ gas he had done = Past perfect as an expression of anteriority or of a completed action in the past which took place prior to ene another action also in the past (2) (fai OS he did, he used to do = Imperfect as an expression of a constant, repeated or AA PS customary action which took place in the past 8) fab OS he will have done = Future perfect as an expression of an action which is to be expected with certainty to happen in the future Accordingly, five forms are available to describe the temporal relations: the two simple forms (J-5 “he has done”, “he did” and {J&45 “he does”, “he will do” and the three compound forms which have just been mentioned. &. b 55 ! 31 is to be understood in these as a temporal determinator, whereas Us and ‘ais have their original value which is neutral with regard to tense. G65 and {12% are most frequently used. \5 is often found both in oral and written usage as well. \63 13 OW and (Jas 15 55% are less common. @A2 There are difficulties. when translating into Arabic, especially regarding the differentiation between the forms Sand ei os, ‘There are no binding rules which specify that itis obligatory to use (Ja in one case and (Jad; GIS” in the other. It occurs fairly often that beth forms are used as stylistic variants, so we can assume that they are interchangeable. The form (jad et repeated action from the past isto be described; it can often be trarslated by “he used to Bs is a particle which precedes the verb. If 15 precedes the perfect tense (oS Sa 5 2S), it shows the definite execution of the action in the past or the execution of the action to be expected with certainty in the future (Ja 23 5S. If 5 precedes the imperfect tense (’|44 13), it indicates a possibility that the verbal action is taking place or will take place. (See about the negation of these verb forms in Lesson 26, Gr 1.1.1.7. and 1.1.1.8.)164 Lesson 13 GA3 Verbs with similar fanctions are referred to in Arabic as OIS cl pel “sisters of kana”. The ‘most important verbs of this type are ‘meaning not to be) sil, yet ‘o continue to do sth. to go on doing sth. to remain, to continue to be | to become | todo sth. no more or no longer be almost, almost, (with negation) scarcely; no sooner 2. and oe LS and Sepd are nouns, which are employed in the sense of the English indefinite pronouns “every(one)/everybody”, “all”, “whole”. They are always in the construct state in these cases. They are either followed by a definite or an indefinite noun or by an affixed pronoun. 2A. OS and Read + noun 2.1.1. JS + indefinite noun in the singular = “every” every student galh is every day (e 4s 21.2, (15° + 0+ + definite noun in the singular or plural often serve to introduce enumerations like the rector as well asthe teachers and the students lll) y Gualally all ye 1S of a2 ly Bally Vase ot IS and should be translated by “both ... and ./.. as well as..." Syria as well as Iraq and Libya 2.4.3, IS + definite noun in the singular = “whole”: the whole family aeLesson 13 165 2.1.4, ass + definite noun in the plural = “all”: all books 2.1.5. @xpS + definite noun in the plural = “all”: all students Mall Qk 2.2, JS and azo + affixed pronoun 2.2.1. LS (seldom zs) in the meaning of “whole” and “all” is predominantly used as an apposition when it occurs in this construction. The affixed pronoun agrees with the preceding noun in gender and number: oan the whole family Us dst Thave seen all friends. pals sate GI Like every apposition, US and axe are in the same case in this context as the antecedent is. 2.2.2. JS and 2% also occur without an antecedent, when connected with the affixed pronoun: all of them wr 2 all of us us all (of if ae Ad Additionally, remember Qu! = “all (people)” and leet = “all of them”, “altogether” which is postpositive as an apposition. GAS IS in the meaning of “all” is used less frequently; itis ether in anteposition, or postpositive, taking the acousatve: all students das Thenoun JF must not be ned with (ge, and ace. “5 fom US (een. and ace. (45) “both”. tls / I are always followed by a dual noun in the genitive or by a dual pronoun suffix. ir LAS / YS receive the pronoun suffix they must be inflected for case: ‘They both went to . ‘We know both of them, Used before n nouns, us T 3S are not declined: I know both students.166 Lesson 13 3. ot The noun “3 (pl. AS! «.s8) is employed in the sense of the English words of identification “the same, himself/herselffitself” and “the same” - in addition to its being used in its original meaning “soul”. It is always in the construct state. It is either followed by a definite noun or by an affixed pronoun. 3.1. (a8 + noun on the same day tly pia I bought the same book, LCL 3.2. (pil + affixed pronoun 3.2.1. The appositional construction in which (wii + affixed pronoun follow the noun has the same meaning as 3.1.: ‘on the same day I bought the same book. 3.2.2, 48 + affixed pronoun also occur without a preceding noun, The English pronouns “he (you, I - ...) himself/yourself/myself” are expressed by this construction in connection with the preposition : he himself, she herself you yourself I myself they themselves you yourselves we ourselves Thave done that by myself. ary OS ols GA7 (~d + affixed pronoun are also employed as a reflexive pronoun (oneselThimselhersel! eta d itself, yourself, myself etc.) in Arabic: Help yourself! diy Cs pledLesson 13 167 4. yaad She and cab! / aol The nouns Sie, {2% and iS / 151 are used in the sense of various English indefinite pronouns: “several” and sit+! | 25-f one”, £283 means “come”, © at! and a2) / uf are followed by a definite noun or an affixed pronoun; le is followed by an indefinite noun. 4,1. 2% + definite noun in the plural ome (of)”: some of the teachers with some friends, with some of the friends with some of them AB The reciprocal yan! pan means “each other” and is mostly used with a prepositional object, more rarely with a direct object. 4.2. Sig + indefinite noun in the plural = “several”: several teachers after several days 4,3. 31, £ 635] + definite noun in the plural = “one”: one of the teachers Snell Af one of them ara one of the woman teachers wotolall 524 in one of the rooms SB stihl g a 5. il oe . The interrogative pronoun ¢!, f 4! means “what/which”. It is always in the construct state as the 1" term of a genitive construction. 5.1. (s{+ indefinite noun = “what/which”: in which month?168 Lesson 13 which city? Which city did you visit? which delegations? ‘The following construction with (sis possible as well: 5.2. isl+ly + definite noun in the plural: ‘which one of the friends?/ which one of them? free ot / eo 5 oof GA9 The interrogative pronoun (6! must not be confused with the indeclinable particle ¢s/, which has the meaning “i.e.”. v ear oT ¢ (pot pain ol) z af man nose belly, stomach some urine forehead forehead body all holiday sick leave tablet, pill eyebrow truth; fact analysis fever pelvis oie Be Ane yp Bier] in any case, anybow cheek here: stool dangerous : | fig.: Everything okay, God willing? blood medicine arm chin beard penis lungs head main leg, foot knee neck arm Je isi we aye ¢ te we co Fa ole Of Loe eames os oust coi ode Fi 23 x SS che % 93 z os wor Se oF hg Sy ole ti, ely gaeltooth Obed ee) be hour, watch ole eL thigh Oliw & (¢) Ge violent, fierce, heavy, furious says hair (coll,) r& lip hospital - finger; toe tele al chest ose Ee headache gts photo we bse (prep.) against a2 guest Syoe ae limbs ible Gb Live long! Pst Sb several offer sth. toso, 8 (gle (a) we obabl & (¢) tas upper arm (also m.) organ, part ofthe bodys Last z pat canned (meat) qi (> medical treatment oe not necessary spine (eb ayes throat, neck Ble oe eye os eo ‘open sth. e ‘5 examine Ce) as Lesson 13 169 examination ves E. vas vagina wees spoiled; bad ae jaw as upper ~ EN as lower ~ Jehu mouth algl epi use 4s) Ul yb oul foot, leg ust = Ors heart 1 vomited. shoulder (blade) all all place illness nurse stomach ed z Bins self, soul cit ote © a important oa more important oat occurring (in) (Ds toprescribe sth. forso. a J (Liar) iney to come after (5) 3. Ny ‘in what follows re seer) hand Me@s170 Lesson 13 Text 1 OLS er Red SL Lly last ae e+ OLSY ped By pe SSI le oa Gh ed CM pee Byala) Sl adeall Oi Gay all Leslel opty Feewrall SL g aastal 3 30) 5) owi(e oie eel udar GG OLLI CY « Pra BA GG CL OLA (VE ahha BUY fee / eS Gat (4) cuba ely GSI idl opel (VO oeall (TY eeyry ASV eb CY) endl (4 SAN (YA ly ob (YT BScre | Chace pag cry AS NY Ba ca (VALesson 13 171 Text 2 et ae gS atl cle ithe Goh she Of Lae che py Sey Sal cspll Clee eda By BLall 3 Ty Ht ple Ge Gay Uo? k LL ge by dS pee $m Base bey ce de tla Det AE Gey om pte dy ey TU oly ae cle vol, bas oly GeSST Nts sda ALM pp op et edt sche Bel ¢ youbll ale OSG 5 eal ptt pb ped RE yp IT OW ol Sy OS GAY rche vial Say of yd yaw ode fo BG Oye Ss ae op Gye he del gs bs pl WE Ce de af le Sabet ool of Ye oe fay ee GDlally wast Jarl Jo ee yall ppd y Coy jae Solel G Une nar HT sy ype pe le : EW do 2! jaw AU roby bia cy ly Syl pal pore Ss al dp ayel of le Ot Ja ice SOA Ras yo Siler] LU Sa Sle Got le egal ee yS) py SLE cd ata el Be 12952 \ BRS Cyr ply sae Sy izle kell go pal dees OF 5 Y ROS Ugo Spe Jib ice Raed QA eda172 Lesson 13 Exercises: Li The teacher points to parts of the body using a poster or a picture on the blackboard and the students give the Arabic equivalent. L2 (Written homework) Form 10 sentences with the Arabic words denoting time (Haw isle eolne cg ciel ) preceded by JS. 3 ygl oe Uns cle JS ol © sha AS I gel IS eel © L3 Form sentences with _-# and the following nouns: Rages cy ede (gets OLS ce ye ol cpg law Gad Written homework: appositional construction oral performance: genitive construction written: Aandi ghattell You oral: teed ni GOST 14 Add the Arabic equivalent for “he / she, ... himself / herself”. wdeniy Mle OS > We OS © DL oes ole SH eS aa) os ja WHS ole $US cles po GUS galas bo US Jad} Nas ai} 12S | gles} LS Form sentences of the type Oi + adverb or adverbial phrase + se. Use the following time markers after 5-L6: VAT call yet lynn wll oly the Me phe te BS BOS = L6 Form sentences with the verbs G+ cles lel as pth 3 lS Sin which 34s and one of the nouns in the plural become the object of the sentence. nouns: ¢ goal ope sDbnd AT (Gre yw WS AIL), gs Se ls © chapel gl she vis ©Lesson 13 173 17 Form sentences in which one of the following nouns «wae «debe ples dy edt SU Get gk clay «gil» GLY preceded by (2 is the subject of the sentence. Use the following verbs: go) ¢ Joe cole (Sue edt islet war we cline AE! Le ae par Beall Grell panel L8 Transform the following sentences into questions introduced by at lof dha sf g cad lish Hab gigs << gyfahy tl pl OS och < ye ULS Ca psl © wee he ot uf lens ge G OSy wohdy yds J] ble age dale Go Cue > WO ghes" Gas GB Solo ngs 2) Gane oT winced wal eo BS a yb) Had a> G1 Transform the following sentences into the past tense. gt Sib ols < wget CU we 0 glget S| tp Bp) aggorf yy) Ale 27 ali weed tel sgn wat174 Lesson 13 (good) Bim all> ape cell ASE & yo) G2 Replace the past tense in the following examples by Jae US, Add one of the following time markers: foel eel ee BL cpzes dew BAL Len IS cee OL erg TL peal fae for JN aI” < ‘eld ee = Pap Me 3 ede & tga! J] Ul oe steal al for ah Re dabehl 2 hj sBdoly dele (2 Ll ol hey dike stall Gulp GB dal he vad p tale a bl ne ep) Giske Uh) Sua ues canal op LAS yt G3 Same as G2, but with the subject in the plural. tt US geval 3 Opler Ube jh I < canal Gdbe JI pe © G4 Transform the subject/object into the plural preceded by JS “all”. sul ogg choy < cot sas fey Pay attention to the fact that agreement in gender between the verb and subject is not based on the masculine (|S" but on the 2™ term of the genitive construction. (before yesterday) JV) ml Gutrail foo y J Gol siete oy steal 9 Sa ty 20d dye GL) stuido BL»Lesson 13. 175 Wad JJ ales U yes SLA Capdall bay AS oe wail A of A ols wll 5 -(to open) SUS) cous GS Same as G4. 5 is to be replaced by g-é in those sentences in which a person is the subject or object. G6 (Written homework) Use |S in the sentences of G4 in its appositional position. rt YS ay eley < tsi bey © G7 (Repetition) Combine the following numerals, rouns and adjectives. wee ay ° as S \y pul Suu on pte tors WY we aby v gle ow y Age ale yy ede alee u { Vy £\ gl Al oye VM irae lms Ogle C1 (Homework) Use the dictionary to write a list of common diseases. The list is to be discussed and completed in the next class hour. C2 The teacher asks about pains in different parts of the body: SC... pha Gf Sued dy pT Sue / Baus be © The student answers with “Yes” or “No”: sual pV ge ga © (ra DB ANT pte Gul GP gee od © C3 Create a form in Arabic to be used to obtain a medical history as follows:176 Lesson 13 last name, first name: age: weight: sex: childhood diseases: operations: ete, Use the dictionary, your list of common diseases, and the following words and phrases: blood pressure pul he to take so.’s blood pressure pl dae (ue) blood sugar level diagnosis electroencephalogram la Leet electrocardiogram pb) bbe weight oy childhood diseases Byil pi pt operation Fal dhe plaster, band-aid poh prophylaxis pulse / to take so.’s pulse ab GB Ge | a menstruation gt dale to X-ray BEY Gad X-ray picture Ayelab by Final Exercise: 1. Transform the following sentences into the past tense. Bae pt Sh yb dS pS uo So higb asl OWS oUsf wanb te teed GLb yb ote SB me GDL) ut AY ALG Obl aed held pol le i) Gils ph oll te BA) ke Le abl yur wokhe bleLesson 13 177 2. Translate into English. es aad St gb oe yall ns ate Cadell IS poll JS oT os ot By VAG AN Gp AG cere pee SH oy JS gill aU) Cand dled OLE ot TBO Gynt Spey bb dS ral oo ad OS 3. Translate into Arabic. He has got the same illness. Her brother ate the same canned meat. All students came. They sold the same book. They sold the book themselves. The whole family was at the doctor's. You wrote this yourself. Do it yourselves! He took some pills himself. One of the sick persons had already gone Several days ago. He asked some of them about the treatment. One of the nurses was very pretty. 4, Put the numbers into the picture according to the given list. catia OYE aN adicy OC Se) he Ga Cy LW EA LCA GY BAT gale om Ot Ear slay AS (VY tetdi (Vs sean (V4 ELI CVA GRall opasll (LY cad Bye hay aT Qe (VYLesson 14 1. The Forms of the Verb (JUS4) 13's : 11, I and IV 1.1. The base form of the Arabic verb (jas / ‘jai2), as we have got to know it up to now, can be extended by gemination of consonants, prolongation of vowels, prefixation ot infixation, or a combination of two of the possibilities that have been given. The extensions of the base form, like the base form itself, are called Forms. There are 15 Forms, only 10 of which, however, are in common use. They are referred to by Roman numerals in European grammar books and dictionari base Form = Form I, derived Forms = Form II, I, ... X. Theoretically all Forms can be formed out of every verb. Practically speaking, however, a verb rarcly occurs in more than 4 or 5 Forms, and in fact it often occurs only in its basic Form or a derived Form. AL Originally changes with regard to meaning correspond to the formal extensions of the base form as well. Thus e.g,, an intensifying, causative and denominative meaning is stated for Form II, a reflexive meaning for Form VII. As, however, every individual verb is lexically fixed and the original “value of the Form” is often not identifiable any more, we refrain from stating the basic meanings of the individual Forms at the moment. Cf. the summary in Lesson 19 with respect to this subject. 1.2. Form IT Characteristic: doubling of Rp Perfect tense: ps Imperfect tense: Jaa a “2 Imperative: a &A2 The quadriliteral verb has the same vocalization of the imperfect form, Pattern: Example: “to translate” Table 35 in the Appendix supplies information about all forms of the quadriliteral verb. 1.3, Form II Characteristic: prolongation of the vowel that follows Ry Perfect tense: eu Imperfect tense: Aetit Imperative:Lesson 14 179 1.4. Form IV Characteristic: prefix a- |, vowellessness of Ry Perfect tense: Imperfect tense: Imperative: #A3 The prefixed Hamza of Form IV is a Hamzat al-gat’. 1.5. Forms I], II, IV have the same succession of vowels in the imperfect forms: u- (aa/-) ~ i. We group them together for that reason, Here is the summary once more: imperative imperfect tense perfect tense Form II ag fs Form I eu Form IV caf (Appendix: Tables 5, 6, 9, 14) GA4 The imperfect tense of Forms II and IV are neither distinguishable from each other nor from the basic Form without auxiliary signs. 2. The Attributive Relative Clause (ddsally Wally Not only a word or a group of words, but also a whole clause can be added to a noun as an attributive adjunct, The relative clause is the form of the attributive clause that occurs most frequently. 2.1. There are two types of attributive relative clauses: a) relative clauses which are employed as attributive adjuncts related to definite nouns (Le), b) relative clauses which are employed as attributive adjuncts related to indefinite nouns (4,2). 2.2. If the relative clause is the modifier of a definite noun, it is preceded by a relative pronoun. GAS There is the same agreement in state between anoun and an attributive clause as there is between a noun and an_ adjectival atributive adjunct. If the antecedent is definite, the adjective is defined by the articte Jf, the relative attributive clause by the so-called relative pronoun. The term relative pronoun is therefore not quite correct, because it expresses, above all, the definiteness of the attributive clause in addition to characterizing gender and number. The relative pronoun does not, however, indicate the syntactic function (of the modified antecedent) in the relative clause,180 Lesson 14 2.2.1, The relative pronouns (3 2's) ef) are: eal after a masc. noun in the singular J after a fem, noun in the singular and after plurals which denote non-persons at ob after a masc. noun in the plural which denotes persons gist. gouF after a fom. noun in the plural which denotes persons ae oul after a masc. dual olf after a fem. dual AG Whereas the four frst-mentioned forms are neutral as to case, the two dual forms are infested When following a noun in the genitive or accusative, they are iy AAT Note the different spelling: with one J: (e/g) / ge; with wo J: OWI / gtyUi / oi) / ots GAB ‘The article UJ! is the first component of the relative pronoun, therefore the initial Hamza of (Gl cg ete. is Hamzat al-wasl. 22.2. ogi « that” in the nominative. The noun which is modified by the relative clause is the subject of this clause at the same time. etc. are equivalent to the English relative pronouns “who, which, the student who came from Iraq the student (f.) who came from Iraq the students who came from Iraq Na Ge Lyi & the students (f.) who came from Traq Shall Ge Gee Du Dalat the two students who came from Iraq Sigh Ge od octal the two students (f.) who came from Iraq oti G. ae od oul A literal translation of the Arabic examples makes the difference in word order in the Arabic and in the English relative clause clear to us. In Arabic: normal word order of the verbal sentence, accordingly “the student who he has come”, in English: inverted word order, consequently “the student who has come”.Lesson 14 181 2.2.3. sl, (62) etc. are also employed in sentences when the subject is not identical with the antecedent. In English, the relative pronoun is in the genitive or objective (as an indirect or direct object or the complement of a preposition) in these cases. In Arabic the affixed pronoun in the relative clause makes the connection with the antecedent. the friend whom I have met the (girl) friend whom I have met the friends whom I have met the two friends whom I have met the friend (to) whom I have written a letter the (girl)friend (to) whom I have written a letter the friend whose doctor I have met the (girl)friend whose doctor I have met the friends whose doctor I have met the two (girl)friends whose doctor Ihave met 42 (a with whom I have been to the cosh 3 fee, a ih be waif the friends with whom I have been with the two friends from whom I have received the books the (gir!)friend at whose house I was 49 Of course forms which are defined in a different way than by the article could also be ‘employed in place of 3-21, so) ,2i-Lall etc, which were chosen as an example, ¢.g.: Gite Le Gute ao, 2.3. If the relative clause is the modifier of an indefinite noun (44,2), no relative pronoun is used.182 Lesson 14 GA10 ‘There is agreement in state here, as well. The antecedent is indefinite, consequently the attributive clause does not get a sign of definition either. Word order and the affixed pronoun are just as they are in the syndetic relative clause: Thave read a piece of news in the en rae ale newspaper al-Ahrdm, in which it says: ... J slo Vo lal Sh a od OT Thave met a friend today who came gad ae aol “ULe’y Wad from London yesterday. Od ot etl fog Uke There are delegations in the hotel who came from the Arab countries. Gey 555 Gaal 3 a present which I have sent to my friend ae WeLifie Vv Jordanian cay (Minister of Foreign Affairs ZH! (253) enterprise, firm lg Ls] (Minister off the Interior — ZL! (253) Israel ds! +1] to mention so., sth. to so. «9 OS) SS rel. pr Ly GO ¢ edt ¢ Bl ali| to tead, toheadso.,sth. ao Chy Ut otal ¢ orilh © | to connect between oy (ty) Le, security, protection OLS] to go back to den with the protection of God 41 Ol 3 | to welcome, to greet s0. 5 (5) 35 II to seem (as if) (215) (Uy be | trip, joumey ote, ticket, card ob g Bie;| tosendso, J / hae Ged) beStIV big, considerable au | ; = high oe building col ry) ay ra oo. y $0. 6 (3 3\, TT to translate sth. GM... G4 * (> R) oF —— GID) Bo . from ... to a satisfaction cll pupil, student Aud6 & Seals | to produce sth. of Cee) ATV bilateral {A8| tohand over, St / J / se Glo) ple to say sth. toso. @ [ae (oka) he | 1 Pring sth. to so. oe toring sth. along to Cabal pastry | !hope you feel better soon, benef dete oo | diarhea dled bee : ie at any rate _ eee ee to take part in @ Qyky) Soe mT to inform so. ofsth, Ge Goel) ph IV oy ae oo") | people wt ce final ieLesson 14 183 brother (having the same ix! € Geis | resolution father and mother) ele health, hygienic P| pice eee a & Me top, summit edited, published (by) (oo) 22 , cholera ee bitter Pharmacy “Ae to be able to cl saa y*| helshe isable to .. to express sth. oF GX) eI pears aa nd ae to accomplish, to carry out » (‘5 to give so. sth. 0 (bal) ee ree " he must of ale io toplease so, that Bf ve (EA) c By — film oot a ne at a instantly, immediately se f 2. ye prescription wie, : uy pile to, J] d+ Gi) cs to continue sth. = Cele) del mI to present, to submit sth. (to so.) -» (4) pas | death lay x ay ake slot 2d yp oe AE Gal Faliall Aad Gonsall 55 ~ ele crt atl lay ope al ga Lie gp ate GI Sy JY ait sASwe lel Sf pore Qeyll Mie Of jaleall cSt, cladbel oka G el pl! SS Jira toms re)a Lal BV pap LAUR Sh eas ~ Sal Bee SUE CU pag Les 239 00 IE EY Ud Coen Saat AiG Je fate Leyte Chie ot pty ied oh bpeeetd se BY Ca ant Ag acl og pall Gt I UG — Balt Jeet apt ST ei LY hl Od AU oS ge Jef ol ald UY ole § tage184 Lesson 14 slings Oy p> Gedy TY Lage ll ope or pied git LAM JLacl g SUS, By eddy VE y OLS Sa 5 pall Les jy ole GL SAN ag ely — eb! Bag ay OF SUL: pdt ay dsbed I gly OL sh Ga Gg Ie egg gle Joe ASL go peel onli ili SS 9) UM Lp pery tae ay Say aM lal bell oy alas Ul} Jpeg — ati AS call oy Ball OUD Oise pal Oil diby BL all ols Laat np deep (sll aa JI Ogle oe de GLU Oley ge Mba pdadl JEG Ct ad Bley Ba at ple SoM ai lh of SUL tl oy Leyes CUM Ute Text 2 Wana 3 wath clas ite Sage al gal cle Jute Be thal gle sty dies eke G Ge yy dll ue py oS ticle Fa soi ode Se whe oy ive Nols 2 jinall Sa iche EF Saas fn eg Wall Sade yom y Saal) 1 a5 Cdall OU tory A 2 Stall Saab! G wl Be OEE esl LS Gye AT sce cheat icle SEY ode es Gd Ast fo tte 5 lst) et OD pal de a ab ache ony co ty Chee Sule ae be Ie IS Ge lhe Jase Lia sda wr SH ppVi ode eT GSy icheLesson 14 185 en opty SM Ler ne py DO BE yd ode ge ot dell sta By ssl te Clea Ek gy pte al We cial ole fo cle Kel ope tad eo Lyd of ade Subs SY duel Shale df agole Ku rrlne wgale Ku Yi daeall Og « Sue iS ithe WN oUt gy tet dyie s Japa Exercises: ‘1 Transform the following sentences into imperatives (2™ p. sg. m/f. and 2" p. pl.m.) using the verbs: plo Sy (ile old ctl ee i 1OLSU LU gag < LOLS US obs US ges < ~~ LAS WS yay < > lle ep Soy gd dh Lajgh LOD ett e- lou ey ao dlc... Vig pl aa) bP OLS... Uwe JPL... Vader LIS Hal G Bynally NlSU ode... p faye _ oes Nass Le Meus Leal te J}... Lesell few! a... L2 (Homework) Insert the proper form of the verbs ple wie «bet al () stool ke al uh < ~ ——™rt—s—Ss—S aprslbsbel Lil) oe (eA) SoD LS BN Gea) oo Sptholy oF (AD pe ee SY Gebel yn So Cr Srp Be Spall WIL og SA seal (GA) oe tt $s hdl Gee SyUaay of BLL Gal... de SoS eg (A)Lesson 14 189 Fotilad! LU (sf)... fe sale (6 pew ds. GA Syebas i als gf Geil... ee Sas Jaa OF eL da SIG, SLs Sb) Lyad of pS. ee Spa ght of Lo. pl rogele de bee (A) AG Col an aoly sig. AS pny Jaall Mia Andi... $b pode Hf) nn SE hele a pae dl agel a SLI, etl We AD AAI If Arabic letters are used for numbering as inaatc then an order different from the alphabet is to be observed. ‘This order can be memorized by means of the following mnemonic sentence: fie Loa ga is Lb 38 all G3 Answer the following questions by means of ‘ix, ... 1 cY “No, ... not yet”. we giely AY < Mbleloi pw TA Ad del y fe FL) pb pate sf be Spies a Al be GLU A plaat of SSA be Sek be Spl) AUS pals fo Wald Sole be Sp tae, dy Je Peal lll ye pb paste fo Stl) Geekeall Als fo FOS cas fe G4 (Repetition) Transform the following sentences into the imperfect tense of the 3p, sg.m.orf.. Guill JJ Leo << Gaull Jf oe ole ©190 Lesson 14 204d yr debs ole wade y Ginte o5 sLadgel ps WSU) oad Aext) of tS! Sul es cele say Lael gf a —™rtst—sS wlges Iya of Leto! clin cory TS olla cat Ley Wyllll le ginko cay nalal Uy dite Clibli ue Coll SI) a of skal om, sembly 33) 515 daly Lbs cat gill wae Jb Kat ghde EL aE leer! 46 Slr J oe hihi be i Aas) GS Ib aes BUH J] cde Cth eo wo jpabl J) td cee : oS bil eb SG CdS gil gall tte Jt sot db) oladll wale Ag all Ol op iaue te ay silat days Sibel old tye di ale Odd Rye asd ey opts Opell by sgl! 2615 J] ail Al ele wh pie ele count Very Sus Le sh, ctype cles ci JoyLesson 14 191 BAU oye 3 Ula) Gate Ay ond Sf It bey Lele stiuell ate sls Sposjebes tb ody (i vastly Sle tess) wee Le dy Ba OLS Ua os stad clas ai gl! gt weg Gane al le Ube OF pl adds tat sf, wal) Ly peat of oslinel whe be) ado) LS Sle Sh et Gl date J ike Jos el ecstill Sl stro pie Nye Gb cclinel sal sey BIL Gaal itll ay Opal 3 Borel lal al AE pony BCeall gal LI a5 Epa i) ye tally Cake ashe: ate slo pall op Hat OB C1 (Listening comprehension) The teacher reads the following news. The students summarize and repeat it in English. BY! AAU Ly) AL Gg Ret ES 3 Spall AS JG - 3 pt YY) all ade MU oly! ge et of J Lael . alli! UY ole Qtek Yael yes SI bw Ul past ST Leash y hay dy VV gy LS elegy Ay Wyo Gay TY Sadll Jsef Gg dyly he ges tea peed Baal eA ge Ose192 Lesson 14 ASU IL; ppd LG dele jy ety Gl od igh fely — obs dy FSB pall ay Rel gules Bolas OL sh ae Gg Wye EL MAT g JL Ogle few A5UL Goo yell o phi ple i pil i gl Sosy el SUaN S) poy dies yy sal UU pjy olde A} bey ~ slay BCL All oy Bad) OLD Of pies ena G wig! JEy SLs Gant cot hae Gill CaN Osha seme che Gb Olay oe eg Gui dle AAW Dole ge at Mey ele a 8 igh Of SHY ptt ony sligl yoy OF Daal Bh B dagen ge Aw geal Byaliall Leal reall 0,53 — plane ot Aaa BL ope pial Gal Laie os ote BIS, JY! Lal -t let Uf oe AB eg Ley La jotiall 5, Ctbstl olla ox ll Syma fae age Reale gy alll ined oy: Lab Je jaw ALN eae OLS EU py toh iy on JSG WS toe HS Sool! JA BUS Ostet gerd Lapa Leyte pllise olf gis C2 The teacher varies the news in C1 (names, functions, numbers); the students give the contents in Arabic. Such exercises should be continued using recordings from tv, video and radio. C3 Prepare a conversation that takes place in a pharmacy based on Text 2. Use your list of common diseases (Lesson 13) and ask for medicine to treat headache, diarrhea, fever, etc. and their prices. Final exercise: 1. Transform into the imperfect tense. i hem pooh odds Gals oe gh dL Gale A Je oo US yee pS Leds feat LijAf 2551 cdl J) Usil WAS (Le sy shall LASS so dyihogel SOULS ley ga peel wat J) Bly Uf al aS file y oe igam pi UUs’ caest pS! oe Ee EMG LSULE tee dg oe > i Lely 2S S SLs pe hgh OM aol LAV cada Sf olube sf foetal 3 ot esLesson 14 193 2. Translate into Arabic. The minister who arrived yesterday was ill. The ministry of health in which I was yesterday has sent many doctors to the governorates. I read news which reported that cholera caused the death of many citizens. The foreign minister, who came from Israel, continued his tour in Syria. He submitted a project in which he welcomes the new solutions. The speech, in which he expressed his satisfaction, was not very long. He said in his negotiations with the ministers of health and of defense that he will continue his work. The German chancellor, who expressed his satisfaction about the good relations, informed the president that he will present new evidence. The two delegations, which were headed by ministers of education and the minister of economy, continued the negotiations after two hours. He sent a letter in which he submitted new evidence. The teachers (f), whom the ministry sent to the governorates, came back to the capital. He discussed the new situation in the region with some African presidents after the final session of the African summit. 3. Negate the following sentences. wag Uy Hm pall Iya pig CLG pSlee Fal file, the gh obo f oF NB el JL ole Glan tem SP LIS ool Codall 45 ge ele Seely ig pe I OUI ayy CIT db J OWT BU giles Gey Panta poll JOE pgbith LF ol SI gage | abd Nhe 2b y yes PAS 4. Translate into Arabic (write out the numerals). 5 drops 2 books 7 pharmacies 18 students 12 hospitals 33° years 21 tablets 102 chairs 100 prescriptions in the year 1412 AH 1000 guests in the year 622 AD 5000 sick people in the year 1999 ADLesson 15 1. Forms I, IIL, IV of the Verbs with 9 or The derived forms of the verbs Ry, Ry, Rs with 5 or s have the same characteristics as the derived forms of the strong verbs. Apparent peculiarities only arise out of the fact that » or cs appear as consonants in some forms and as vowels in others. The latter are contracted in some jussive and imperative forms, and therefore do not appear in the typeface any more, as we have already got to know with regard to Form I of these so-called defective verbs. CU (Lb sey and i are employed as model verbs in the derived forms as well. They serve the purpose of representing the respective pattem, without actually being really in use in each individual form. Thus e.g., el only occurs in Forms I - IV and X, but not in Forms V - IX. 1.1. Forms II, IIT, IV of verbs Ry = 3 orcs are formed like those of the strong verbs. The verbs Ry = cs are not listed separately. 1.1.1, Form If Characteristic: doubling of Rr Perfect tense: bey Imperfect tense: hey Imperative: be 1.1.2. Form III Characteristic: prolongation of the vowel that follows Ry Perfect tense: Imperfect tense: hel Imperative: chet 1.1.3. Form IV Characteristic: prefix a- f, vowellessness of Ry Perfect tense: ses Imperfect tense: es Imperative: befLesson 15 195 GAL It is not possible to differentiate the imperfect tense of Forms I and IV without auxiliary signs. (See Appendix: Tables 5, 6, 9, 16, 17.) 1.2. Forms II and III of verbs Ry = orcs are formed like those of the strong verbs, because ands are regarded as full consonants here. Rj is not vowelless in Form IV. The verbs Ry = or cs have the same forms as in Form IV. Therefore we give only one model verb here. 1.2.1. Form II Characteristic: doubling of Rz ee Perfect tense: a (pronounced: gawwama) Imperfect tense: e (pronounced: yugawwimu) oe Imperative: e (pronounced: gawwim) 3 1.2.2. Form IIT Characteristic: prolongation of the vowel that follows R Perfect tense: we Imperfect tense: ze Imperative: ae 1.2.3, Form IV Characteristic: prefix a- f Perfect tense: 2™ p, sg. m. Imperfect tense indicative: Imperfect tense jussive: Imperative: oe a2 Most imperfect tenses of Form I (R2 = <5) and IV (Ro = 9 or (6) cannot be differentiated without auxiliary signs. The same is the case regarding Form and If of the verbs Rz = 4. (See Appendix: Tables 5, 6, 9, 19, 21.) 1.3. The derived forms of verbs R3 = 4 or .¢ are the same, therefore we give only one model verb for the individual forms.196 Lesson 15 1.3.1, Form IT Characteristic: doubling of Ra Perfect tense: Imperfect tense indicative: Imperfect tense jussive: E Imperative: 3 1,3,2, Form Ill Characteristic: prolongation of the vowel that follows Ry Perfect tense: SH Imperfect tense indicative: oe Imperfect tense jussive: oN Imperative: & 1.3.3, Form IV Characteristic: prefix a- |, vowellessness of Ry Perfect tense: Imperfect tense indicative: % Imperfect tense jussive: Imperative: Peel Forms II, Il and IV of the verbs Rj = 3 or .s are conjugated like Form I of the model verb 2. @A3 The imperfect tense of Forms Il and IV can neither be differentiated from each other nor from Form (R3 = cs in some forms also R3 = 3) without auxiliary signs. (Appendix: Tables 5, 6, 9, 26) 2, The Nominal Relative Clause 2.1. We have become familiar with the type of relative clause that is employed as an attributive adjunct related to a noun in Lesson 14, which we refer to as the attributive relative clause, In addition to this, there is another type of relative clause known as the nominal relative clause which is also utilized in the English language. It is introduced here by the determinative relative pronoun “who, which”:Lesson 15 197 honor to whom honor is due (to the one honor is due to), or, when related to indefinite quantities, by the generalizing relative pronoun “who” or “what”: Who (everyone who) visits us will be welcome. What (that which) he did was not right. A conditional sense is frequently discernable in this context: He who seeks shall find. (If someone seeks, he shall find.) Idleness rusts the mind, (If someone is idle, his mind will rust.) 2.2. These relative clauses are introduced in Arabic by the determinative relative pronot ill pl. pill (related to persons, seldom to non-persons) he... who / the one ... who; they ... who / the ones ... who; that... which / the one ... which; by the generalizing relative pronoun: (related to persons) (he) who / who(ever); someone who; and the generalizing relative pronoun: 4 (related to non-persons) what; that ... which / the one ... which; something. 2.3. Such sentences can fulfill the syntactic function of: a) a subject What happened to me yesterday will not happen to me again. The one who delivered the speech is my friend. b) an object We know who is holding the negotiations. wsdl 6 Po oe a ¢) a predicate or This is (that which)/what happened to me. Jie Ue d) the 2” term of a genitive construction or He told us all he knew. ets SS e) be construed in subordination to a preposition, He has told us about the things he has seen Beh its CS OSS there ((it.: about that which) The price of it is 10 pounds including postage (lit.: with that which is in that of).198 Lesson 15 2.4. A construction in which ;# and \@ are modified by a post-positive ¢,¢ + noun is typical for Arabic. We know (that which)/what is in them (in sk W oti their souls) of doubts = we know which PS ot peel BUG R doubts they entertain. ‘You came with the ones who (were) with Renee ees ca you of the men = you came with the men DEN Ge See ras Ste who were with you. that which they have of apparatuses = the Tigiel ip gales apparatuses they have. SPT Ot WANE Nominal relative clauses of this kind are preferred to the corresponding attributive relative clauses in many cases. attributive: endl bio ha Shy Gg! nominal: attributive: nominal: attributive: nominal: 2.5. Furthermore, + + affixed pronoun+ & / 4 belong to the nominal relative clause constructions: there are some among them who ... se Ot et there is something among them which ... wa Ge 2.6. Gand 4 are contracted with some prepositions: lg < (b+ 3) < (b+ oy) a (Ati We < (Ute 2.7. Some phraseology in the form of nominal relative clauses: including ((it.: with that which is in it) cas Bh after approximately one year (it: afterthe (ay, Geo ieu 2a [passing of what approximates one year) ie eed ei oeeeLesson 15 199 itis worth mentioning (fi worth mentioning that ...) of that which is it must be mentioned (/it.: of that the remarking of which is necessary) as for/to..., with regard to, as regards ... as far as ... is concerned Vv to lead to bt 538) cSt tt] care, caution Australia Llp! | careful, cautious inch a Cee tosupportso.,sth. 8 co (“0 $2) UT IT| reserve well spring fountain. SUT z (¢) 42] to prevent sth = oy UA) Je Bedouins 4] snake cle Fh nomadic Bedouins 3&5 | creature, living being be Oye battery Lg byes] to stores, > Oe) oe blanket, ole yy fertility oe remaining line yee ¢ be rifle, gun equator sh gay) da to make clear, to explain sth. | danger ae! a snake to facilitate, toease gr (Cae!) Gd TE with the exception of sal, | Sth. weanyor, Ss Atv] eM ee to hold sth, 2 to prepare, to provide sth. (4) 22 Tl part slat ¢ e' | degree centigrade dry Ge | warm journal ole be raising, rise, increase freezing (intrans.) 24 | high Bons) tor yo O99 SY he to answer so, orsth. (le (Lamy lel Iv below zero wireless, mobile phone pocket (prep,) wntil to speak, to talk about GF (4) z whew height, altitude, level whe cat sand dl. DE deo wind cy Oe to want sth, of ey a Vv to wish sth, + Ge) el according to the wishes el gle200 Lesson 15 tosuppys. = 89 O43) 255m with sth. provisions Asie a5 to go beyond, to exceed 3 (“uy) 215 to precede so., sth, &2 (em) dew secret pl ae very soon les fall (rain) bye poison moe poisonous th driver OF e Be flood Jamo Se vast, spacious el desert Siewe ¢ jlowe & see Sahara op sl puall rock (coll.) wee tm tohitso., sth, 6 (Cayat) wil Iv Somalia du salt pressure byte ¢ bie res to loose sth. = (e) ee I at all GLY! de to develop sth. > Oot) Sb energy, potential cle ub (prep,) during ab average; rate bg dae storm ele damage jhe to give so.sth. «J [noah Bel scorpion Gyle e & is God knows everything. pt ay to announce, to declare © (ie) ciel Iv sth, spider to suffer from sth. dust strange Gobi we totrickle away (in) (3) Os) JE wae, to change, to alter, to vary -* (eM) 22 Il sth, to think (of) () (kad Aan u flooding fate, destiny in the vicinity of highest problem, case satellite, artificial moon to hold, to organize sth. (¢ aut Vv power, strength Ese dune ous tHe ball, globe eis complete, whole, entire ws tobe about todo (dh) (att GSK al sth, almost (with negation “Scarcely, hardly”) Kenya to cancel, to call off sth. (3 to throw sth. to make a speech hundred Fs permanently to go by, to pass rain fall of MongoliaLesson 15 201 wavy to finish st, 26) et characteristic climate nao plant 5 | to sink, to go down (ety Se to result (from) raining as J ghd star India sl engraved pe | air chal sal @ sly rareness, scarcity heaviness aby rare, scarce oasis cle ely copy wadi oS, cago’ ar half tobringso, Sj» « (Lex) pevliv mm halt o on sth. > ees) weil pote . poe ot) ees'shiv day Text 1 sl pull ele UU pty Geel aero dt UE al 355 oe Wired & ELL 35+ OY Ve Gb day YAK eg pecall GhLdl G La Sybee Shary Uys sleaSly cole jbl byie dys Kyte ole Let al by ell Lal g OLS] «by! Rasp! ch pevally GS sh peal cat y atl badvall sll g ULI G jbeall ai 5 SU aad g EL Ly gills y tad Gb ULE Oly Dall op BS ol pry ot ES shporly (EES) Leb A] pm pad a pth BS Gad Uf Slat ae oe aL JLo pally aS Sle Gg ole By pee tile JS) Hie] LI pu Beall ELA Sut cy Ue Sgt otb Mall cl pull Uf chee welt G er day Gy col) fad clerk Lil ab SLI aot yl meal! Ghill ole gud, Be pay gd WE sll Gets f Hapte ge Te pall By) Bano A OsSay Ahead Lye Oyo Id 1H oe bag as cbt g Uf wi a ——r—e—C—C—CCSS202 Lesson 15 Bg Sp gdp UF Suysel ye bud uy le Fol OSS jUarVl J ba Uf LaF oll By) fetts Bo gis Woke ary bleed lpr pane hy Oba gl LEU! SI SL Ny Lah aby cle to cus Janis wolel Shy UY Le ogy eg bey Tay Wyre WEEE tal) glad y Lor ys OLAS Sty le Text 2 steel! d) a> St fale GS eh cle See BS ob LL we sll che Sel peal S) Leb p ppl ey of yXe fe otha de at IS Whey pig Ble gl ISU oye gts VSD et JE © fo dla fh Bava ol aly ally (ols Sel seal YS Le gel cia fn OF 4 el oeall I) dee ppb oy Sy ool OU Sle a5 LS oY OS MeN y LeU tele coh ad LST cal wall OY blero OS Bh dew Fitole Pat g fae was af of a bil cs of widoly Uy GN ySUl oda JO GZ Y bi elt of : ile Y gly Lal bie | SEY Sy chef di Foasdx SYA) ob le: fa: sisliall LGN! Gb oe any itil Ul 3 ath She SS AW cL y DW oe ee eT of Ce Mikey: slot ppt oF ols by WY oy astley JU aslay Mg ade Ste sl peal Ub bly BL CS Lily OLN, ou lettly Gli Hadl -V AS yy $5 AM Skt dh lel, OU Cast (ls cp ode Lay ada a Yl Igey ed ppt ie LW patty yt Lat leds Gem Eline gre LS Ul yd rt AS Gp BLE Oy et US idly Steal y oo Leal ws BH gees Set pt Ose Si de ie el ty 1b raat rg ye naa ngye saat atLesson 15 203 Exercises: 1 Try to find English equivalents for the following (partly colloquial) proverbs and sayings preceded by ¢*. $4 (to complain about) ,Katy c+ cA gill ol gy «(camel herdsman) Jt Lt jot! Caf oy 1S (to sheet) >> (Wool) G yral Cl! on edler yy thor pel Bay acbeal oy «(their equals) pabte oy IT cludll (advice) 54 (to listen to) aie! -(to suffocate) et IST oy we (bread) 423 ale tall Gol oo -(to give one’s blessing) 44 ¢b cy -(to finish) + (to do something for the first time, to begin) ¢ -4 « (to make mistakes) gob Le 4a tah (to speak) @l5F oy wry doe op sdiousl (to separate) GU andi Lal yy -£35 & (sparrow) y ginanl) Gls wtide Ole LU (to cheat) OL+ Gy sleet (i td! (to knock) B> o 12 Identify the Form (I, II, TH or IV) of the following verbs spt tf tet] eet! cell oe | Al | al sob / alt) at / bel at | Sols | and insert them in the given phrases. pli gs As gil yall J) a of tilly cite fy all OL! dele gob td! doe Lis” Ryall ogg oe Ue204 Lesson 15 el peal ole B5ee Sh ey ty de a> J) L3 (Homework) Insert the appropriate relative pronoun. ode OY AU Ny war 2 IS sty Ieee op OLE dee! Tot op te ijl all op at WSS 2B geil ot pF LY hele ot patting BS Lyall Gi Transform the following sentences into the imperfect tense. Replace =! with ¢ yl, Od GUE gall tid teal © Odd GUE gall as DEA wSlekcal dim doe LI pj y til Byyad Ll By peed nds Gl Ai yeas gall ple CS) gat eal cle Ly ve a pte Re El iy dy vig pl Ola) dole WUE oT wine Lib owt Bpnab WL gall Ji Lady lel spplad Sige gle aU! cate By BB nt) eegl wml Gals 65 Sy pt sigh ceil sonal Ud Lagil Ad! ey alee SotLesson 15 205 slike on Wop Ag pall lad! ibe I! Lady Wad late ST ayy ppd Gaty eylel Lady Gy5b soe J] sly of te af ty all al) af of o,f hal yp Lis Gas of gine oat,f Hn eal sagt HE er call ahs wal cgleel FALWIS sayact fo coh J} clits) Js Lf lls CSU rol y wAeabl 3 yilul yo ASU lel y stsde Spel as) Jools ccd y fob C2 Sale sig rol y coal pb d} Gi Le wdgall pte Sf che sf G2 (Homework) Repeat GI and write down the sentences in the imperfect tense. G3 Transform the following sentences into the perfect tense. Replace 4 with ml, Las - sil ail cle ee fea - tual la ccm Corl pl - dadl clew (go BLS - Bolu dey & y pill - sels dey Shel - (sg. + pl. m.) Mua deb + Jef G5 Replace the perfect tense with ¢ + jussive or é + jussive +4u: “not yet” or d+ jussive +i “not only”. Odd galt Gra Bylo epl © sie Os) § oUdlt G pall iy 24 whi 04d GUE Gall i 2d dh get de Jib vb UALS G55 Er pol dsl gil gine capil Bled ply of wie ab f awe ope LAS 25 ot saa) wat f SAU aby ce IS Up yal tBu oot 5 itt peel Slo 9B cgtdaet 15UL at! UJ outa Is Lf sett Gell Me cagif spell lil) salty of wal otf ets _ pte] Bley Jory of cof olf lal y> Sell fel weal y fall c+ SUDIA! 4b st Joly C1 (Homework) Write a list of things you need for a joumey to prepare C2. The list is to be discussed and completed together with your teacher.208 Lesson 15 C2 Prepare a dialogue about the preparations for a trip (to the desert, historical or archeological site, ete.) based on Text 2. Final Exercise: 1. Transform the verbs into the text to the imperfect tense. PL Gey tale) cone gh Rb dN alll Sled Abie to LI 5 ell eM CL) tS lef tad Gath Obst el aeall U aby @58 of bef Bait MLAS cle pet ol Na JS SI at etl g Ue NA ygil sh Se chi oe tS aby A) BL SH OFT aL ath, 5» GL ol ptt Vplel 6 Vt yoy yb ene! ae Jl quip wel 2 ye ele Sab cl reali GL ae Lil pl oe Cale AGL CS Olid ell JS Td call due yb gS abl ide gl 2. Negate the sentences of 1. by means of J + jussive. 3. Translate into Arabic. He hasn’t come yet. She hasn’t canceled the trip yet. He hasn’t given me a book yet. The haven’t finished the meeting yet. We haven’t carried out negotiations yet. They won't hold a reception. He will not shoot the scorpion with the gun. 4. Insert the proper relative pronoun. 5 cer We Steal yi JS Gyeh Yael ye om aati B. JS Lal vgs Gabi Olof... le Ji bh ee... dad slewall o edd 5. Translate the following letter into Arabic. Dear Muhammad How are you and your family? I was in the desert with some friends. ‘The trip was very nice. It was very hot during the day and very cold at night. I saw a flood and many creatures of the desert, i.e. poisonous scorpions, snakes, spiders and other dangerous animals, the names of which I don’t know. We have been sleeping under the stars of the desert sky for three days. Next week we'll go to the mountains. As far as my studies are concerned, everything is as could be hoped for, including the lectures in medicine. I'll see you next month, God willing. ‘Your friend Peteresson 16 pa poled (yo pill 1. Ordinal Numbers (agit o454h 1.1. The ordinal numbers from 1-10 are: mi. ie ce BY 73 a o 7 4 wb is = ° onl a ate i 7 i fe m 8 os 7 > 2 10" ae pe 1.2, The ordinal numbers from 11-19 are: ‘The ordinal numbers 2-10 are adjectives of the pattern Je a'il, which have been formed out of the corresponding cardinal numbers. GA1 OL, definite JAH is declined like OU, definite Lash; of Lesson 10, A 6, and Table 37. m1. i" ab isk - era 12! jae 8 138 _ 148 “43 a; re el210 Lesson 16 is® 16" 7s 1s® * ees The numbers 11" - 19" are not inflectional. 1.3, The Arabic ordinal numbers are treated like adjectives with regard to syntax. Accordingly they follow the noun, and there is agreement in case, state, gender and number between them and the noun, Unlike the case of the cardinal numbers, there is is no polarity in gender in the ordinal numbers. in connection with a feminine noun in connection with a masculine noun the 1" year sna the 1" day Bel (owaber) | Ny a the 2™ year the 2" day the 3"year the 3" day the 10" year the 10" day the 11" year the 11" day the 12" year the 12 day | one cau edt the 19” year the 19"day | (ne ach dt Az The ordinal numbers for 1%, ie. diy or Gs! are frequently connected with the following noun in the form of a genitive construction and are neutral as to gender in this case: ie forthe I*time 35+ J5Y ‘The ordinal numbers from 2-10 also occasionally precede the noun just as J! does. 1.4, The ordinal numbers of the tens (20°, 30, . . . 90), hundreds, thousands ete. are expressed by means of the cardinal numbers.Lesson 16 211 in connection with a feminine noun | in connection with a masculine noun the 20"year | Oyitegi 2236 | the 204 day aseal f the 100" year au aif | the 100" day au gd the 1000” year the 1000" day ee but: the 20 days the 1000 years _ oN eng 1,5, The ordinal numbers over 20 in which units occur as well, consist of ordinals (units) and cardinal numbers (tens). ‘Take note of the numeral | in ordinal numbers like 21°, 31* etc. in this context. in connection with a masculine noun the 21% day asteals gat edt the 22” day Oy seally atth Caf the 31" day the 38" day in connection with a feminine noun the 21" year the 22™ year the 31" year oily Bod Et the 38! year opi eh LF @A3 Ordinal numbers over 100 naturally occur rarely. They are either paraphrased or expressed in terms of the preposition 2x; “after”: the 101* day 1.6. Dates HU) ae O50) Ayal 1.6.1, Dates are expressed by means of the ordinal numbers: on May I** oh ft iy SNAG (lit: on the 1* day of the month of May) In general a shortened form is chosen that does not contain the words ¢ y: and j¢: ty Be212 Lesson 16 A4 An even shorter form usually appears in the text instead, the numeral being employed: CC The month can be represented by the corresponding numeral as well, so that the Arabic date does not differ from the form used in America and Europe: 1/5/1990 vagally In the region of the Maghrib the form 01/05/1990 is also typical 1.6.2. To find out the date, we ask the following question: What is today’s (tomorrow's) date? a 2 The answer is e.g.: * ey goal a8 8 Today (tomorrow) is May 1*. aM oe OGM Cady git 1,7, The time 1.7.1. The ordinal numbers are also used with regard to the time. They serve the purpose of stating the full hours: at 2 o'clock Bw GOI 3 at 5 o’clock at 10 o’clock at 11 o'clock Gee BUIGCOI g Only 1 o’clock is expressed by the cardinal numeral: 3421 dU) 3. GAS There are some more differentiations i in Arabic besides 1.00 p.m, 2.00 pam, . 12.00 p.m, with faa J Asie dy iis are added in CELL at 1.00 a.m, Litte Seth acti gy regard 10 indicating the time, The words (| 2 the following way: Wo « at 9.00 am. af 10.00 am. at 11.00 am. at 12.00 am. at 1.00 pan, at 5.00 p.m, at 6.00 p.m. at 12.00 p.m. aed is often omitted, and $id / Lo-Uie tatdh Gis spoken. The use of the corresponding cardinal number is widespread in colloquial language as well.Lesson 16 213 1.7.2. The corresponding words for'/y (¢2)), s(t) and '/> (a3) are used in indications of time containing 15, 20 and 30 minutes (cf. below, Gr 3.1.). They are added by means of the conjunctions s or |, The noun is in the accusative after Y) . at 2.30 at 3.15 at 4.20 eb, ai BLL at 4.45 (a quarter to 5) So eh ets 3 at 5.40 (a third to 6) ois a 3 1.7.3. Time by minutes is indicated in the same way by means of y or V}-with the corresponding cardinal numeral and the Arabic word for minute (233) being added. at 1.05 3 aby Se LG at 7.12 at 8.25 at 8.35 (25 min. to 9) at 9.42 (18 min. to 10) at 10.55 (5 min. to 11) “... past half past...” is possible in five minutes to half past five jy Keath we nine minutes past half past six 1.7.4, The time is asked forby SLIT pTor by SOV) pS BLE = What time is it (now)? The answer is: Itis 1.15 now. Moy Heth (OW BES It is 12.30 now. iaily Bs GU VY BLE It is 3.50 now. (10 min. to 4) 803 Gs Yy Bad (ON WoL214 Lesson 16 2. Numeral Adverbs The (adverbial) indefinite accusative forms of the ordinal numbers are used as numeral adverbs up to 10: sixth(ly), in (the) sixth place | (3 | first(ly), in the first place seventh(ly), in (the) seventh~ | (1, |second(ly), in the second ~ eighth(ly), in (the) eighth ~ tut third(ly), in the third ~ ninth(ly), in the ninth ~ (tw | fourth(ly), in the fourth ~ tenth(ly), in the tenth ~ ‘ (zie | fifth(ly), in the fifth ~ 3. Fractional Numbers 3.1. The fractional numbers '/s, '/4,'/5... ‘/yp are formed out of the corresponding cardinal number according to the patter Be pl. dus: % Ys et) ei % Ms ctl eh 4 Mg _ 4, "% hl 5, saat ose Y, ul} G Z Ce! o etc. Only the fractional number '/;: _x4aj is not derived from the cardinal numeral. 3.2, Fractions, in which the denominators are greater than 10, are paraphrased by means of the preposition Je or by c+ s'>> “a part of”: eprrrar Ty! ‘ha ab li EP | 8 aol ge tots ‘ha ae ge te ‘ho | iy de te.4, Numeral Adverbs of Reiteration Lesson 16 215 ‘The numeral adverbs indicating reiteration are expressed by 3. + cardinal numeral: once, one time thrice, three times gots Got twice fe cae oe al four times AT The adjectives “bilateral, trilateral, quadrilateral ..” are rendered by means ofthe patter fia! + ek ago cg 5. Decimal Numbers The decimal numbers are written with a comme and usually spoken as follows: 3.9 mA Byte opt tas abel BE f has eu SE 4.25 tyre We op Og peg Kank Ub tat / Oy toy LA Leb ef 7123 | VAY] ill oe Oy te gtDly de Weld tae | Oy ey ee dll ee / before (time) W primary igual primary schoo! Bplay) de ye honesty, integrity i blessing cake Sy GCE A-level, graduation diploma |, be ES bachelor’s degree we Pe bank 3s ee z oy third wot zt off secondary is it secondary school gt Lj renewing ad once more, again ke ot movement he Sp 4 A8 The decimals can also be read with the prepositions — or a+ obtaining sth hairdresser transfer time, while examination, test 004, better, best to pay so, sth, minute doctorate lower floor to last duration opening times, time of duty216 Lesson 16 lady be % lady of the house, housewife as By quarter cute tohave mercy upon so. ¢ CS (te God have mercy upon him! Bey late, deceased tee permission, license 2) z La dissertation apr dL, ta) wdc pee irrigation & husband, spouse a sit ten to be married to Aue still (doing) Je Ved swimming daly secretary ol a og. ke biography ee curriculum vitae thing, matter police traffic police to supervise so.sth. le (3h) 3 Atv department, section “ah als certificate certification page box, chest; cashbox cashier here: queuelline of people xh sb ¢ 4 yte * eee ae stamp fast, rapid preparation has] highly educated, great scholar _ high, higher, highest © we { det postgraduate studies Ue OLul2 age technical; technician reading century comparative linguist if (+ verb in perf) ifyou allow me traffic tohold onto, to grip 2b (hak) thane sth., so. Queue /line up! (collog.) _y g:Ulali Lwal to fill sth. = boy Su property, capital, finance digs! ¢ Jt financial (ou Treasury (Department) aU 355 deputy wy ou hobby Le uy receipt oY ees ces continuation topic, title to sign sth. 3 signatory a at the undersigned oust od 5 son, child ie 4y (to study) at so. uy de (9)Lesson 16 217 Text 1 le ie OS AON pe Sy F et oy Si gy Bh ae whe cual SU) SMI aw Fp OD J ee, Sh LW, g Lib ys foe cb any BBY el bes old Bud dj Cathy Be Bitly Lege Fon yall Bolger cle Gram dary Glee ae BL gd Cee y Dae ot Bul ge ae Ligh eh clo got} git eS elo chely SY Lagl B Real AMT Lal hy Lotery Ly IG days le VAVE ple GQ cleny Salge te Lay ele Ole et dal Gee Cla wala, Laake Dada Wy cle otha Reels Gays AB) Lgl Rar all AUS Gey SIS he By Shale al of Ste ay ded ahem claves pgm ll ggdl os alll de GW) OLA od gy Sle toll Lol gd Ll Jose vaya Bly Sa Dy CE VAAT ple By the Sabb ell hola yl to A SY LN ods ole} le Gt OSL oll ¢ poy -(Reuschel) 0 5 Uf albay Lear Lous cbt AUS die Laely gheth lJ cay VAAL ele dy el BN oe sulyay 6S Ns beat Se Gory bet Taal dy ch -elslall aay Lady Text 2 Lar JN aad wpb cle Ue Ly pNall Hed Cy ydl slaw Giese JI eda ud ALK fe genet J ab ely Spee sane gic py218 Lesson 16 Ba et SLY ode SLE of thle Ct US IS Sy cet coed Lape Lae Tally meen) Jy fee ae LM Blac! Ganka! ste Ogg IU ane dal Ny Saal Tat! J ype ie wily Tall Blase Vy SAM SLL Ul orp of te lade GL Fest of Ce 1b AUS tery oP 5 gh G Gycerall eal Gas of G4 GUS ae Sy fond EUS Jans 15 OT AUS taney LN gens DLW) 2 jbeseal ele y hb LU Gp hast ly 50 hs Uy ae Fea Ley ay dt ppl GLE Of ast J ny ett else Goze Cl jlazel SUL of Ose gil plall ALIS dle ant fon sodden Gud opp bibl Byles oid gay yt $US tery gpl) gar yy ab pt a I aw 30a) plus of Ge Sle Olan ly pane ell OUI eb SLRS py Lg Byte ABUT Ly Lele Reet oa Lae pase ply Of ae ae heel tee Lpned Chased LU O glans oy cline daglel vee total Dgfek ily fren Spf GM eo lacel am SE a eof ELS Lay Hart Ogg CHU tal hy Lei Gat addy Fade op fats FAS VY Ty Ty TAN By) gus Jo Bs VT ye Tdbdl er yy lll dat Seb DLT ar ((AlorLe all poy) og all ell ef UT cy sub saab ii raab ght ie nub ti nab ie sub hi Lhe nub li rub iLesson 16 219 Exercises: L1 (Repetition) Combine the nouns and numbers. by das, ot yy ) Be phe ae a \y y ols By) vy yr y ee ake re vt & Fae pee gh to \e ° eee Ww Vv y VA \A A AA 14 4 Ye Ye ye t WW va Oo yy \N Ae ve 1 ves \ flog Toe Veena Yous 12 Answer the question: 1! / U's 2+ giving the exact date. woes Oey Wands AN ple IS ou tt op phe alll SL) 3 The teacher quotes dates in Arabic which are to be translated into English. 4 The teacher quotes dates in English which are to be translated into Arabic. LS Answer the following questions with an exact time. Seal cn eo Sugai pla IS oe Scudl oo CA Sagal J bet Segal La ge Seluall plas JU oe Sagal oe CF oe 2S Sa feed) SI 2p ee Solel pb [Str ce220 Lesson 16 {Op salell jlg> (here:to switch on) ex 3 Ua Sy a) feoy ae Selipte bs ge fala fag Qo YS HeLa _ Sagal GOT Coe GAA Bi ae Lé6 The teacher quotes different times in Arabic which are to be translated into English. L7 The teacher quotes different times in English which are to be translated into Arabic. 1L8 Answer the following questions. Sepa GS El ode Bp oS TILAH MPLS ell Be OT FST hs ge phe Goold yl OLS 5 oF SU MA le gS $5 ply o Ble AoL> S(t) Hida Wey SS 3 oe oS foad 3 aS Ep oS Seth gOS BS $B peal SL AT tl SB oT SO Al jhe eC ND Be oF G1 Transform the phrases consisting of a cardinal number and a noun into a prepositional phrase consisting of a noun and an ordinal number. CIB ad < (ie e see < Keyl © Bee gale a ole. “wt Bite lew Od eg cathe BE yeh ah GAH] pe dae pte Ut Ley je aad hee. yf tee caf tye dele bts Led ao eear gael Baye Ol gd (Og 8 dead chin o phe gt Be He ie Byte Ed eyed je Lah oplT B te ula dee bely wba phe Bape Gon 385 af figs bao Gt fine OWLesson 16 221 G2 Vice versa. ete < ll gt ge Bat Sl cop tall Og Cate Galt ¢ I G SU I Blt) EN Cee a el Gt Lg Cll chev CLG dtl te oS ABS Oe gt Opal G det ae Bote ea sesd Gg te SU gt ote pat Oa Cte etl LA pled & pee Balad Opell OG te As dela Gd te dy aes! G3 Provide the dates for the day before yesterday, yesterday, today, tomorrow and the day after tomorrow. JT ge GH ot Jy aw IT oe alld (ay LE UST I Gaye © G4 (Repetition) Transform into the imperfect tense. sh die tal pip < wd) ate sal Ay Glory pas of GSU ~ ails ul of Sul tle YY sl of US a IS ay Jens Iya - Pandy thee Cpl fo - GSLs Apa woke Bled) chef ge - Clie J) dae obo! fa - alile J) dy, Citi jf Sabbrel J) Spel — Gass OS yf pKa Gand UL — hn Gl] OSU Qa co can UL BS Nagai Lager | part Lagif Ayal oka ) cal — anid tal 6b — Cbd) opis ae — Uriel SG] SOLE ae pb ph be AGN elect wot Sy - Gil Li Ly - all pe Oy “al he — BpLay Sha L] Lol - ste oad JP ple - fob ost of Se gd) Opeetendl ble Nya — ppall oUtaLs pink — ppl clan GAL gad — Sybil LS uals fo sku Ra ell222 Lesson 16 as Hal HA I Ugeen — a SYN al Sp Says LISI UI go 3 A GASGY! tal) MY) aes pall Ba) oye De J abe ore Lae Lille — pes Glee ye ole - Paley ye Ste pe Jo slasdy g alti — cost ell sel = AS Obits aal ple SUI Sem at fa — US go if — US bof Sake Call UI geil) — UhAI Uf pide Gail - AU yb 4h eal, oo, “SS ple Lite dla CLG - flan CLG oy le Spaeth ope fade py Liss C1 Report on what you do every day using as many ordinal numbers as possible. iz C2 Prepare a dialogue based on Text 2 that takes place with an administrative official in a country within the Arab world. Use some ordinal numbers in your dialogue. C3 (Homework) Write a program for a three-day visit of an Arab delegation as follows: Monday: 10.00 o’elock arrival 12.00 o’clock Tunch 14.00 o’clock meeting with HLE. the Secretary of State ete. (Write out the ordinal numbers.) Final Exercise: 1, Combine the following nouns and numbers (Write out the numbers). gerd t — — eS) By Vet dyke ° Olas iy OV dey Joly YY sel 4 bale NN sg Nn dy nn)Lesson 16 223 2. Transform the cardinal numbers in 1. into ordinal numbers (Write out the numbers). 3. Translate into Arabic (Write out the numbers). I was born on the 31" December 1974, My father, may God have mercy upon him, has been working as a teacher in the fifth primary school for two years. My third brother is a hairdresser. I am a second-year student. The university consists of eight faculties. I have four children, My fourth son is an engineer. You must go to the eighth floor and then come back to me. He is working in the technical department on the seventh floor. 4, Write out in words, 10.30 a.m. OL.55 p.m. 1918 11/11/1404 09.15 am. 05.22 p.m. 1798 03/09/2002 10.17 p.m. 07.25 p.m. 1945 20/05/1991 05.45 a.m. 02.37 p.m. 622 13/08/1961 01.20 p.m. 09.40 p.m. 1258 16/06/1992Lesson 17 1. Forms V and VI of the Verb Forms V_ and VI have the same basic structure as Forms II and II]. The prefix ta- —iis added as a distinguishing characteristic. The succession of vowels in the perfect and imperfect tense is - a - throughout. Ll, Vv perfect tense (as imperfect tense aired The imperative of Forms V and VI is used with only a few verbs, and therefore is not considered here. (See the detailed survey on all forms in the Appendix, Table 14.) 1.2. Verbs Ri = 3 or S Wi Vv. perfect tense jeig ey imperfect tense _ hog As is the case with Forms II and III, there are no peculiarities in comparison to the strong verb. The verbs R; = cs are not listed separately here. (Appendi: Tables 16 and 17) 1.3. Verbs Ry = y ors perfect tense imperfect tense and (¢ are full consonants as is the case with Forms II and IIT. (Appendix: Tables 19 and 21)Lesson 17 225 1.4. Verbs Ry = 3 or perfect tense imperfect tense indicative imperfect tense subjunctive imperfect tense jussive oe The verbs R3= 3 of cs are conjugated in the perfect tense of Forms V and VI like the model verb , +, and in the imperfect tense like Form I of the model verb «e&: (Appendix: Tables 24, 25, 26) 2, Word Order 2.1. Anteposition of the object ‘The normal word order in MSA is verb - subject - object. The anteposition of the subject, i.e. the word order subject - verb - object is possible. Appropriate, constructions were already mentioned when Of in the subordinate clause and {| in the principal clause were addressed. ‘Another construction frequently used both in MSA and, more importantly, in oral usage of the Arabic renders the anteposition of any object possible. The object is placed at the beginning of the sentence in the nominative. The corresponding affixed pronoun is inserted in the place which has become vacant in the sentence due to this action. This anteposition makes a person or thing stand out in contrast to the general context; at the same time it makes a complex sentence clearer and enables it to be comprehended more quickly. The succession of two nouns (subject and object) is avoided. There is a pause after the part of the sentence which is placed in front, Do ooo ae The prime minister welcomes < .s/S) eal ei oo the Arab guests (or passive: the aan Arab guests are welcomed ..). 5 a pe CES ia al The politicians support the < .aldi Gs @ ¥ fied trade relations with this wets country. get lly lS ia ga toed cual T accomplished my tasks +; immediately. a How much I love my mother! Have you seen this film? $a 6 lah 15a < Gli the Laat “a226 Lesson 17 GAL The position of the object at the beginning of the sentence is also known in Indo-European languages. Constructions of this nature are known by the name of Nominativus absolutus and Nominativus ot Casus pendens. - This construction is called 24> 9! 13 WLAF the double-sided sentence” in Arabic. 2.2. Anteposition of the 2 term of a genitive construction The 2™ term of a genitive construction can be placed at the beginning of the sentence as well. The corresponding affixed pronoun replaces it again. Macnee ag The visit of the Egyptian delegation < 222%" ¢28 spe BOs begins on Wednesday. staGM 6 Bus LF be fall ists Sup dh jutel Ml The new models have fixed prices i (lit.: the prices are fixed), WS Bet Sy, we Fate The picture has beautiful colors Spall OS (iit: the colors of the picture are eee b beautiful), alas pig & asf A2 This possibility of detaching a noun from a complex sentence is also given with regard to other groups of words (above all prepositional phras Thave bought many books in this bookstore, Thave met only three of these students. 2,3. If certain parts of the interrogative sentence are placed in front, it gives the word order: noun - interrogative particle or interrogative adverb - predicate: ay Vif Gust Gs < SU ia eee Where did you buy this book from? If the subject of the interrogative sentence is emphasized by being placed in front, the pronoun which refers to it appears in the equational sentence in the form of the independent pronoun: Are the prices fixed? SBS Coe Fa ELS F < 95505 SG foLesson 17 227 In the verbal sentence it is completely missing: Lot ee By ate ae ee ach i 255 2 Aah L When did the'Sudanese delegation ~ '4#+! el gibt U3) bes ‘i é ce eB By att arrive at the airport? Sib Sh hey Le (ob Laff 3. Genitive Constructions with 9 and 13 Genitive constructions which denote a specific quality or affiliation are formed by means of 33 and 3: aman of reason je StS politician of influence = an influential politician B98 oS Lele a problem of importance eal foi ha a state (provided) with a parliamentary system 3 fg (us tb Uys When used as an attributive adjunct, 55 and 3 agree in case, gender and number with their respective (i.e. with their preceding) antecedents, and the following forms arise: plural dual singular f m f m a. ys na tuts $s & fo] os oh | a) ois | cess sh ob % @A3 In addition, the inflectional forms +53! for the nominative and 2 f forthe genitive or accusative exist for the masculine plural. ‘The genitive that follows 35 or <3 has the same state as the antecedent: an influential politician 3 the influential politician 5a B tf GA4 As these constructions do not occur very frequently outside the elevated style, specific exercises for their active use are dispensed with.228 Lesson 17 \ to come too late unfortunately usual, common match championship remaining, rest (not only) .., but also to take place tennis wi shot dee wh camel dle cd to gain, to win sth, 2 Gay iA professional ope Ge je horse; also: HP ayahl ¢ ler present time pe referee, judge (So Se tobeenthusiastic J (pare) wet V about 7 impossible dees end pe oo free Ee gulf @eogr:) Obnbs ale © behind especially, special round Olympic Games round gold, golden dance zi javelin cee ee push, throw We) oI we to bet on oe CA) oa I orange uy ce (CIN) CIV from sport Roly because of “ race contest, competition to score to score a goal help, support basket basketball healthy, sound place, square marketing popularity popular sheikh to become sth, boy westling — [(¢ jbal) Este] telat business, deal cliie a like qual s weak to add sth. to g contest tints @ Gane > Coat Stat vv flying volleyball to think, to suspect demonstration oles ss a (ale) dole mm (Joby) dale vi to be equal to sth. to end in a draw[(s4y) le] se running broad, wide Re known 8 nie brain, mind, intellect J ie t je to reflect sth, (Se) Se ws opposite on the contrary os ae to sing (Ss) ot 0 song out wle to watch, to look at oe « spectator Lesson 17 229 to enjoy sth. like ul, “es, ideal Ste to praise so. 0 (Cab Oe wife (with article) 1° | 125 past AL ey fee tobe ableto do sth. ot Sax) op SE v model ole hey ‘medal ole ihe place, ground dpale ¢ Oly excellent representative team ier, obs B rider, horseman Pe oy horse show supporter team, ensemble : influence art a to transport sth. to win against/over tive broatcast tribe , A transport(ing) ae final Jump(ing) kind, sort, type, species tiles bomb " a taking (of food, drinking etc,) Jyhs phrase; thesis F sae a — attack(ing) [Qre) er] pr “| goal; aim ual ¢ Gus tive(| wee comparative(ly) hormone cle Oye record _ “ie tap feat Pew; football, soccer one importance a! match, game 7 oa apa oy track and field events ObtLly &Lalf oul lee ae ee a os sports ground ros Tl ae a. CF . order, medal Le 'fic eley player Fe dee boxing ast, | 10 expect sth. + (32) HV230 Lesson 17 Text 1 ell ue deb Ji RAMs SS 5 Ua 3 Sy ALS Sy pal 3S fos Sy yet Gob Sp Il alas oo etl ais dal OL! Gg Rela USM OaLly SLI bly tly Lilie call JLab path 8S Aaah Lath pha y es 2M Oba Oly ls Lees Gy ali OLS Als UNIS AI Fy gf a 20M bell ey Ret cp Bt El pt GAM Sy pti Gy abel LL oY bg tb yl —s™s—S—s—S—CiCCCsCVCiéza;s Baty tal Spl fa QE fh Js g lll aot gL J) BL, edt UN odiny SLA Gla pny Labs yw Cole beg elt J yo Opesale) Bel p bl le Ugle ey A ae Lal Ly ed Dok, als AG tales GL ola dy gt yey Logi aly Spill ode clus, Le pasty Ble SS LG GE tl Op ES ity Ley wl Ty et Olas, cla palm y La eel cats Brg gt Rad Joby Le GT Vy Opdey Or cere Ce AEH Gln Jat dad chin SF ed Le cle Opialyy Glee che oll cin y Fy yethl Thad eae ce ly Le VN ise Geel POU YT atl ps ALUN ple By path Ayphe Wu kal oy maylesl CIT she Ohne Bale pe cal Ole ai Text 2 call d a ngsub Soul Lass AE aal seus Was cee to SO fo odd a yt ul yl 2 phe de fas Ol LN _ Yoaal SD gad ode oy esate gil Gt eb ig ylLesson 17 231 wag ll abd IS oe Gb Dybdi ode Gg ALT cual Spal ladalss oll dol ell a ley syle BBL) OUSLY TIS te i ppl alte 2 AU GG ead ob be ae cual etd ally La pally pil liken Jee Oly SL Stal g pA 3S Atl ALU tals cL By oT Ub easly Ge all Seb pFl oly (lad) LoL, J) daylife asst Bogall fa tye Sipedly Slee plat cle dol Wie Ue df doyle uf coal Le el cnet creel N ed OY tanta Ugll Sf Uf gue Cote bolas Be gall 2 y9My OU ye AI GLE GUT, A eres Me ged tg ule seat ah! Spall ial Wal) Key dob I See oly cole Oper Op jill Engel Op mel LI Sy Ge le cil gad ital Bade eld Ly thee Ghul Lal obj ltl sgt nit Jad oF tgale Vy ae Lees YW OLS WI Jobe of fg Gem tne Getul sal Loe free of oye Sa ope Gel Bip BS dB GA Gye Exercises: Li (Homework) Prepare a list of useful terms for football / soccer and their Arabic equivalents. The list is to be completed and discussed with the teacher. 12 Insert the correct prepositions).232 Lesson 17 L3 Form useful sentences with the verbs in L2. 14 (Homework) Form a sentence with each verb in L2. Use different tenses. LS Translate into English. Tye OLS 98 af PUN ES g Leal ol yale bie ob I JL 3 dey hes pl) VALU BS Rraal CIS aad call Qe gh GLE ONS ON SLi oh J) TS perl UB ee ET LN bb gh Uk batt ogi ob ah) Gigb Bre ol Gali ALS L6 Form equational and verbal sentences with the examples in LS. Wh due < Ju 3 ou L7 Say it in Arabic. before the fourth visit /in front of the fourth house/ with the ninth student / after the seventeenth of June / before the first of April / with the guest number 100,000 / in the thirty-second school / on the twenty-fourth of December / behind the fifth desert / after the seventh competition / over the second line / under the eighth rock/ in the fifth wadi / to the fifth street / because of the second catastrophe / with the fourth caliph / after the fourth wave / behind the seventh mountain / after the sixth order / with the tenth javelin / in front of the sixth sportsman / before the second match / the tenth club / after the fifteenth defeat / the twentieth record / with the twenty-first bomb / the first well / after the eleventh injection L8 Translate the phrases in L7 using cardinal numbers (except for the dates). L9 (Repetition) Insert the proper relative pronoun. C!S GS ole... Oba / Gaal Beh .. dee / eps 0. tS Vpeeye oe UN ae | Lage Oa oe ted Gf dae! UL gay. OWL! sus | CS yee oe reel oe fal ged ay oA / tlt a Chey pee | tal Sg Legal OWN Bgl... clhrey Le ge | Raat SI Lee G1 ‘Transform the following sentences into the imperfect tense using the words is Pt and phrases in brackets. UM de Chae < J le ca 4g oe oy otal Ls gory cy Oe go oy coll oo slsLesson 17 233 jet gis Sai dis Bik Gils UUs Cad peel G Bjlt ails Akl bg cotely QUE alls SUL ead 5 23 a Sols AIS Gall este fibel eH oad 3 ce lly plat We ourale asi ticle Qe, agile hey dibs pre (oURLE! alith ati ey opt (cele Guoly Bele cick CaS) Selb edt) a! cB esl) Gat dh obs wBBs ae Bt 3 Byte ph oot as IE hah Sb wth ats QY of yi uLt seo gl of LL JU ay Sls yf ubt sta pat Cot le ie Of oy gall Lia (KE jE Oldie | ping Of ye Gel KE wr aba sly cy MSHI OSE BY) gad opal pt By Bhan pgp chee of ty ph OZ Hacely tate Ga JI GG 1 SL backing tall aby gel onde G2 (Homework) Repeat G1 and write down a sentence for each transformation.234 Lesson 17 G3 The teacher quotes the sentences of G1 in the imperfect tense and the students transform them into the perfect tense. AU Je oe < LW le ej G4 Answer the following questions with “No” and replace the perfect tense by 4 + jussive. hele @ ae 4 < SLM de oa a ~ Pay attention to the helping vowel, which must be used after the jussive when followed by the article, instead of Sukiin. SLL le peat Jo Gelill Saale fo LLY aly o eb fe rt DMS op Kt be Send dt eons af on HSE jo Tie) LB alti Of ope SE be Soul ontie dtye i sf Je GS5 Put the words in brackets at the beginning of the sentence and insert the respective affixed pronoun. Uses gel) << Legielyedd © Aah (adel) U pee aqghetcenll S) (arly Byte) cls wall ohne (ae) ay5h cont (Gsbaely ALB BS oyby (AL) Oo par or Gilet olay aw ya (AL! Nay dele sole € (Odd debe) 3 eyel wet geal BL (cdl AUS) G ghd UT col lll oo”Lesson 17 235 Sol Ger obs) choy a S(Getineh et, be {Genel ot ee [rd ott ol dh SS EU) Gay 13 C1 Prepare a list of typical phrases together with your teacher for greeting / saying goodbye/ thanking / apologizing / wishing (health, birthday, holiday, etc.). C2 Prepare a dialogue about a sports event or a speech about your favourite sport. Final Exercise: 1, Transform into the imperfect tense. BS jlaall WF Spe Cll Uj of Gite at ob ped a te lpaly oS cae ped eonel GWT, cel ey Le Le Che pal Rant 3 GH Gl Sle a3 choke alu Lae Ihe Cote Latest Se alll Ba AV Se Stal 093 Oboe Jolt 5, ygetdl Glad! Ct PI SE daly Spat Habeall Rou I glsl cath te Lally DU le a DLUrLrt—t—“—OO—OOOCSCs‘< example: el (60 follow, to succeed (sb/sth.), to pursue, to observe) Ris be inixe >a example: gle lhl to look a, to inspect, to examine) R= (e+ infix 2 >t2 example: ¢ule‘s} (to collide with) Ry = (2 + infix © >122 example: -1¢*2] (to suppress. to oppress) Ry=jtinfix © >23 example; 225} (to blossom, to flourish, to prosper) 42 Forms VII and VIII of verbs R2 = 4 or cs do not contain i; see below, 1.3.238 Lesson 18 1.2. Verbs Ry = 3 ors [ VIL perfect tense imperfect tense no verbs imperative theta thait 1.3. Verbs Rp = 3 or R, is assimilated to the infix f- in Form V1 shows a survey of the forms of the verbs Ri =.) TIT. (Appendix: Table 16; Table 17 perfect tense imperfect indicative imperfect jussive imperative (Appendix: Tables 19 and 21) 1.4. Verbs Ry = y or s As is the case in Form IV, the verbs Ry 9 or «5 also have Forms VII, VIII and X. Therefore, only fad is used as a model the same forms in verb here as well. perfect tense imperfect indicative imperfect jussive imperative Forms VII, VII and X of these verbs are conjugated like Form I of the model verb .<“, (Appendix: Tables 24 and 26) 1.5. Form IX, which has not been mentioned in the context of the derived Forms yet, is rare, because it is primarily used only in conjunction with colors.The pattern of Form IX is: (jai). Lesson 18 239 to be or to turn/become black Syet =p Stade Spay AEN ype ppl ellis Megithayat lage! pH I Mae Geb genes. Tyyver yah ikovrey ULE, Voted Shrgibiotele Sue eK Kase g tte (isles Noh . «pled SA geal bale, gies, ze Gli pall nes a Alpolill apr yu242 Lesson 18 ‘Text 2 t. wig Bud! FB AS Hl cle TI BS ok sl che AS gem BAT gue ls Uf 8 pale 3 wali cleesl fe PAU Die relat of SEY agp lts By Reali ob aglal pall She fesh a a: cdl dS pet SIS UM cle t Lee tlt da dle dual Foyle parkas of uy OKs cof Sp Wa iy Lat, Dill Sel phl Mall Gidea yt Sa sh ror gf aly pl Bye WP Pa cles: Ose oe Ell Ua Syef of Cats ee ey GG BL Sw py OC ade eel lel ap HN ecatsLoecal oy caagath gay Ayo Haat y tee he bE YI IS Cael oe Var MN coef Paar thy Lea Gay Ubpeyy br I Ga GON py alll Gaara; pats OF Labee sh sce Mp WE city aut Gpal af jye VE pel 8 aly paly Ego Larry Bhar SG Ol CA Lie jd Y le $ aie J pall gt taal ele yc asl ly LS Sg dopey syMl abe heey Op gat Lal oY Oe EY ted GA wth Gules fy Ble a See cif eda}; Wak 3 cad La Lf que YB ols of VN Gol Leb aihes cond eal: cle ‘Pet ithe LheLesson 18 243 Exercises: Li Ask each other the question: Do you need ...? Gos dh ct fo using the following words: aS dade Ca lees Byte diol aut ts eS gh walle, ile; 02 Bye Ajab Cpheedl hype GLE Ma Oy pS jl Cpaly lyr Gye ye aS You can answer the question with “Yes” or “No”. L2 Answer the questions. Pay eal eg bem) I tty CH ll ga oS” Spat BS Aye USA ale gy MI ped CAD oye oF L3 Answer the questions. CSI at ll gs WB opel etll gy polll pl G fees Os oyf wi L4 Answer the questions: eral | Ela / ovate / S25 / seed | sey cee and ecgded | eggs ee Sesh | LM f ale / aids / using dates and times. LS Replace the words in brackets by their antonyms. on (hese) ae Es ogee Gay sak obal gad gil Bybs e Sal () SE ely) Rey Ey el Lak Ng igil esas gull oy Ogle Ee N SA ge Ge) lle 5 F of oe oll! She YS eal eB BLY! le jbl by Os Gans) Ole bel ae Bony AS by slot) 3 Gayl) s Goal BHAI Gadd Cr abl) baal igh (ey) Us (oly) lll (Ul) Ga yt Seyo Te Gpaill 5d Se deny 3 pall (ley beh tat (5) ead (2) L6 (Written homework) Form five sentences in which the verb jail is used as imperative. 7 Ni sM por pe rai] ! ell dylab LyLai} © Ady G68) re SLE244 Lesson 18 G1 Answer following questions with “No” by means of + jussive. AM he G Spel d Y> CaM a GES pel fe © TB gM Wie Geld age Apel fe Sela VI Mia Gaby Apa fa CoUstAl ode 9 oS pal a Sola oda G Sagar yas Spl fo Fela Le 3 eS Fh fe Sopa eG eal VSR Jo Myla Wa 3 A pj y Spel fe Ppa Gol GES Atl fo fade BOL G SiBael Spel fo Seydl Dey eal Ja Sell oy Ue y calls Le Sael ge Ul Wide ab fe $i ye Bj) Cab fa Gages @xls be $3 jw parkas fo Sab pS Ble Clee oprlend Ja Seer Bye Urb fo ——L™rt—OO—O—Sr FDU Sle WW 59 of calerl o Sopele BIW 25 tel fo Scnage Aghl Gf Jo Fag pall 28 gl ae God a awed Je Seb clyde aa |pensed be Sperlall d chao clstl Jo Sgabeall abe altel joLesson 18 245 G2 Transform the following sentences into the imperfect tense according to the given example. F teacher: Soljbee J i of cabeul fo @ — 1* student: Solel b ji5 of bes fe @ 2" student: sober OU al Of abatal coat Sobre Spas OF calatnl bo $4 SU) Ola 25 Of cabin! fo Sith Shyer CU iy of ab Ml g Unt fo Seo gar Sp play of Ure ¢ lal fo Pa dle at Of ig ody ¢ Uae fo Yprager Q lyre of rtbll clare! fo Sapo asl gal F Of caked fo Sighted lg yy 5 of Alls cotkenl fo Ye ad) gb of cake a Stee Whey AK Of fy g Maelo ed yor dis of caleal Jo Saale (gu Of iy) ¢ Uae! fo G3 Answer the question with “Yes” and complete the answer as given in the example. < Sunt ell qamel Je © RESEN cye Lyete dey telat eel gd Replace ¢! p41 with the following words slyjgil _ BGM EMS g 62 gd gll gdil pe cog gll ger pe gly ual cole gj and replace .~ with other dates and times. G4 Same as G3, but with the following question: S(oe BALI Hel epg Cle) al ginal Ja G5 Answer the following questions with “Yes” Te apt che Lae | AT g/L H/o tt / ela / shyt Gil bo asl ght / &. idl Sel gt | sled / gy pb le oti gt / OL SH / 29) cal fe246 Lesson 18 Sait / ee tell / gy 2h de and complete them by means of one of the following words and phrases. —Lrrt—~—‘“CO™_OCOCSOOO_OOSsésésS). In such constructions the masculine form of the verb is always used, even if, the subject is feminine: Many opinions were expressed. YS ob Tye GE The passive voice of the verb -¢, Form II, is x*. It takes the masculine form, although 1] is regarded as feminine,Lesson 19 251 1.4.3, About the construction of doubly transitive verbs: If sentences containing two direct objects are tured into passive constructions, the 1" object tums into the subject, the 2" object remains as such in the accusative: Example: with» ¢ ALEITV “to give (to sb. sth.)” active voice Thave given an apparatus to Muhammad. Ajlgx lute bef ‘passive voice Mubammad has been given an apparatus. ljle She (tt Example with » ¢ .£” I “to name sb. (by or with a name)” active voice The mother has named the child Muhammad. late ah An g passive voice The child was named Muhammad, ike ih 2 Even if the subject is not mentioned, the accusative object is preserved: He was named Muhammad. ake (A 1.4.4. The passive imperfect tense, when occurring in conjunction with the negation Y, is often used in the form of an attributive relative clause, which can be replaced by an attributive adjective in English: an event which is not forgotten = an unforgettable event es ys 2. Some Characteristic Features of the Derived Forms Originally the derived Forms are variants of Form I which serve to express aspects as well as the character of the respective verb. A functional-semantic description of the Forms is possible; it provides, however, little benefit for language practice. The complete stock of verbs can be found in the dictionary. The student does not need to coin certain Forms anew himself. Knowing the basic meaning of a certain Form can, however, enable him to understand a verb form he is not yet familiar with without resorting to a dictionary. Basically it must be stated here that many verbs do not fit into a general semantic system of the individual Forms. Therefore it is not enough simply to memorize only the root or Form I of a verb. Every verb must be learned according to its respective Form.252 Lesson 19 @ A2 This also means that one does not, for example, try to impress the verbs upon one's mind by sayings 2 = to. gather; e& Form TV =to agree, @& Form VII= to come together, to meet, but cone must immediately store the forms g#! and @a=>! in one's memory. Knowing the Forms is necessary to ensure their Correct technical use. In the following we give some characteristic features of the derived Forms, which have been provided, above all, to help the student with translating: 2.1. Form I {ad - intensifying 5251 |to break (trans.) causative SES 11 |to break (sth.) into pieces, to smash denominative @S51 [to rerum (in this function it is eo II | to cause to return, to send back productive in modern Arabic) | £25 [oil 2H u |tooil 4sk,e {industry ee 11 | to industrialize Nearly all its verbs are transitive. Form Il is used most frequently after Form I. In unvocalized texts it might be confused with: Form I in the perfect tense Forms I, IV in the imperfect tense Form V in the form Jai, 2.2. Form Ii Yeu - Jou Form denoting an aim to write (attempted) effect on a person or thing to exchange letters, to correspond (with so.) to replace, to exchange (sth. for) to exchange (with so., sth.) to get up to get up and turn against so. or object to sth. = to resist Many verbs do not show this value of the Form.Lesson 19 253 Nearly all verbs are transitive. Form III might be confused with the active participle of Form I; its imperfect tense which contains the prefix might also be confused with Form VI jes, 2.3. Form IV “gi cal It is causative, denominative, and occurs in various other meanings, which are hard to summarize. Most verbs of this Form are transitive. It might be confused with: Form I in the imperfect tense and the imperative Form I] in the imperfect tense Form V in the form xis the elative (ef, Lesson 25). 2.4, Form V to break (sth.) into pieces, to smash It forms intransitives to break (intrans.) in relation to Form II to petrify, to turn into stone (sth.) as well as some denominatives to turn to stone, to petrify to alter (sth.) to alter (intrans.) to adopt as son (:»!) It is mostly intransitive, Because of the prefixed J , it might be confused with the imperfect tense 3"'p, f. and 2™ p. m. sg, of Forms I, I and IV. 2.5. Form VI Sous ~ els to exchange (with so. sth.) Tt mostly has a reciprocal isu meaning in relation to Form III Je to exchange (sth.) Transitive and intransitive verbs occur in this Form. It is rarely encountered. Because of the prefixed 5, it might be confused with some imperfect forms of Form III.254 Lesson 19 2.6. Form VIL {qa — aa 5 1 |to break (trans,) to break (Intrans.), to break into pieces It forms intransitives and reflexives (4 I |to draw, to drag (sth.) along orn i VII| to drag osf. along, to withdraw In colloquial language this Form serves the purpose of forming the passive voice of verbs of Form I. It is intransitive throughout. It might at most be confused with verbs Ry = 0. 2.7. Form VIII — This Form has various meanings, which are partially very different from each other. Some verbs occurring in Form VIII are reciprocal variants of Form I. Verbs of Form VII are partly transitive, partly intransitive. 2.8. Form IX It is almost only used in conjunction with colors and denotes both the arising of the respective state: The horizon took on a reddish color, reddened Bu Ss and its existence, which is often characterized by intensity: The night was (deep-)black. The verbs of Form IX are always intransitive. It is of rare occurrence. i ~ pe to long for rest, to take a rest 2.9. Form X It often occurs in the meaning “to request sth., to ask (so. for sth.)” to ask for or to seek an explanation to seek to obtain fruits, profit = to exploit, (also) to invest profitably However, it is also found in variants of meaning which cannot be delimited more closely, just as Form Lis. The verbs are primarily transitive.Vv Lesson 19 255 tobe influenced by so,, sth. Clay Sev | tow bad strategic 1) diesel dpe | S55 American cheaper than ot ae insurance ae (prep.) despite, in spite of a 7 OPEC asi passenger ws, ce (mineral) oil ' Js | 05 oes Oy a, alternative; option 8% © Je poutishing, upswing, boom kes, omen (positive) 75 F | to increase to rise (le'y ote3L vit petrol, gasoline 7*| the seventies kat building Ole © | ownyfall, dectne to become clear forso. I (as to name s0,, sth. wealth, fortune 198 © 393} shah the eighties LILY © | different, various entire, gross, whole, total GLt | buyer togobeyondsth, #5 slms) 52 V1| t0 comprise, tocoversth. 2 (Yeny Je happening in 3 2 | cheque, check ole te sensitiveness allergy ilo | comection, change che ee notonty... sss Waal op od (ed) | rising aclast but also .. i oe recession, slack period ee es A ea cen maintenance (of) , Gs) SUE | sseculation ol g tle to realize sth. to make © (34) GA I) double; multiple Sus! ¢ che sth. come true ; _ "a ae Z| seein, bai mantel g Blac ‘Watet | additional jlo attempt, effort che x oa nature fey vital, essential ’ product, goods Char ¢ ela ‘Whereas naturally SU dap eee demand (for) | (ee going down, falling 7 to require sth. = Chey oly toselectso., gy 2 co (StS) yl) vit | beginning che sth. out of256 Lesson 19 incompetence; deficit (ot) ae offer, supply weer supply and demand lady U2 al! dinner elas (alin) epoch; afternoon apab e par majority ae decade > _ z ais to beheld (conference) (Minis) dnil VIT for example, e.g. tM fee le to rely on (oe) Cte) a2! VT handling ole alas as, when Lae to overcome et Clin Gs v change i changing Palestinian interaction; combination to profit by, from + (ft) stich x AB eB + CF) 3m pile che poor to decide sth, amount, extent, degree to propose, 8 le (2 pis) ¢ 3) VTL to suggest sth. toso. proposal, suggestion limited, restricted to catalogue intensifying quantity ole aus 2 (a) kv obligation, duty, commitment volume, size plat & po civil war ta Chi plough, plow ee — — to harvest (hed) tee harvesting combine og doles agricultural produce Jyolt ¢ J pat lecture og iebt present (time) ee local, domestic rye (prep.) around, about to conclude sth. ( with use, employment vegetables, greens poultry ole t maize, com Ayle 343.638 millet dab, 33 here: breeding ayy to smoke —_ goal-directed, wise aby official we increase AN g Baby fishing X tocontributeto (PAL) pale I distance ele ale cigarette, cigaret fle @ bay Syrian o here: which participant in general te JS sugar melon (colt ei desertification pe to issue sth. > (eal) tol V pump wg tee stewardess Lg tet fresh condition facilities, installations, works Dithes = independent, irrespectiveof GF Jja™ optimal; rational ¢ to lear sth. a (pax phi cooperative cle Bye food(stuff), nutrition del & slie food(stuft) se sheep (colt) ABE gph strawberries (ttal.: fragola) 3) s ~ (Fr.: fraise) 32> totake advantage of, touse cys S2Lel oa ee to estimate sth. > Cait) 0 TL cauliflower tohave sth.inmind, 8 (yaks) Lad to aim at, to refer to, to think wheat fone fighting preniey cauliflower pad sack, bag, vist ic otLesson 20 271 kilogram(me) Le GLASS | upswing tags to be favourable for -* (54) ¢e'V II diversification es dialect bed g tak | margin ule e Gul surface, area, space wg eby| inthe magin els de livestock tly @ EBL | tobe conftonted 8 ce (lori) ao! y IIT (she-)goat (coll) jlaal x jx0| With so. sth. . - im union ole obul He, who sows will harvest, a> yh oy © ay a European Union (gu! EY He, who seeks will find. a ’ to be characterized by Ge) pl Vol recommendation Le kes to agree to oe Gi) Gy IT on site, on the scene productivity seminar, colloquium organization, organizing tobedependenton (le (Lis yu) G5 V model, sample, pattem 23K & G3 swinging-up of se Text 1 4s) Si By SHS GUT Sym Leake By Ceol cL Vy LD Gay G Gwe J Oia] Bas ACIS SSN Aid or Meo ee gat ahd Syd GOS pa Ly “Baoal p A5U tall GA alice ao Osh 5 pi Soe ety 9 LAM LA a cay dy all lub IS oy vient Laty Leh OU, GLU) Cal sl eilKry Secadl Jo Ling easy He Ih AB ee Leet al nol Bl ome Gj LIS) aly jolly idl ost pl ll ChadT LAT che ASA pily Oly ably Ras gly ALA Ey slop ndl dah y EN Sali gpI) pL ond yr Haale Gb Lasts pil ga Bape AL eball ANSE oy Baad ly Jeg als ol ahs ye JLB Le g Shea op fous aya tel, lhe BE le SEIS Sally pall gh Q ely erg gil Galli JL SE SAY Shy Be JR Hales G12 WU erat le Gi ISLAM obs Ud WEEN slaty ALL) Lyn Y ge J jak ty all Obl) og SLUT272 Lesson 20 ae yo Lely INS jij gh dale po ylall dk Gg gel) Gene Syl Gale de ly SH eller obey Sy jlAty ololadly GINA foe Bue del)j OY as aby coll byl Ele Sy Mle tortily ped dor force yyhd cSley Aeagdall US pl gle Ga B Rte olay camel Bptsl OF SUL, pt ay hy ggak) ULE 3 EKady Lely OLIslaly Text 2 ead! Gyo J «pad hl cle Wels LS yypoly LS OL Gyles tA Bygoly dy Y of ipblib wat col awl! ery har nS Lal cgdecl ee uae Splat of aed tad Jo dal ode Gye Y cal! EN ge tl Oe ed eg Gol oh ce cad ed ULSI ratte LPS yp Hobe gS ut 5 heed Be fond oF atl! PS sue 5 hl aS agFl CY! cay city jie ya gue GFL IS + yl B ode gpa gS Gai y jy gh le 03] tf sep il lleva! pres sled 9B oF iat! FOB «dy Gaye we Sy CY atl 23 Gaal ce gh ole 123} AS po pla CH) rath!Lesson 20 273 SVyiy I ST Se cpr SJ anh wlll apd beg Gio Say Lae pe (erg > op) IB ot y oll de SEY swt) Ee cr (ham ho) 9 dt ALLS ge Heald! Exercises: Li Answer the following questions: Lil labs! 1K one ga Tyler ale $i lilly 04d oy BLN Go $325 Garsls ow Blall Ga %4 Wi Behl ote ga Use the verbs » 1%) @b “to amount to” ands (2) 5 11 “to estimate” (passive so SA), L2 Form sentences with the words for fruits and vegetables as follows: we eel cote ¥ cglael (to memorize the Nomen unitatis) and list 3 LE 4LS glee! (to memorize collective nouns). Use also other verbs and clauses instead of the imperative, e.g. pel on af glael Sapel sgdand Ja ones adel rom L3 (Homework) Form sentences with the names of nationalities you know by introducing them with p1SG La! 5 jt. . eed gl Halll O pod I @lKg L4 Answer the question $+ SA! Lyx llr ii OL) ce Le by using the words for “exterior”, “interior”, “finance”, “defense”, “culture”, “(foreign) trade”, “industry”, “agriculture” and “economy”. LS (Homework) Write a list of all collective nouns from this lesson and from Lesson 7 and add the Nomen unitatis and an appropriate adjective.274 Lesson 20 ‘L6 (Homework, repetition) Ask each other the following question. Do you need (paper)? (53) dh oer | cl Jo Answer the question with “No” and give a funny reason for your “No”. Prepare the answers at home. No, I do not need paper because I do not know how to write. HSI Oye Y si Gyy di clehY ov ~~ cb Die (pine Glan iter lof ag Be AN lly pill jl yr By yaly chad BB pl Deer Gel fils a8 y BL ote ele GbLE GL. Lard aad ¢ gol yi Lhe cy) al ber ta O14 EW Oy BL Lay Ke ht pe ylb Sayan MD cy gla) pl LU gS” aS” Ay Le AU Bales yyy abe doll grad « BJ tthe al gb thal oy Glog athe i Gytne as pl egy ude oy) Be SEE apll LUe BnS sltl hay jhe piel) obj eS Ay Ragal dW ee Rake Steel he ge dalle ey (faa Lb It! Lia) fpr y Ans dele Oper Gp Slade clgall ple OI pe Aol Rell ery eel ei IS Le UL Blo ee pT de ys 0298 Oye Sle pS Beal ES Only Gt Combine the following sentences in such a way that the second sentence becomes an objective or subject sentence introduced by Of or Uf, 4s aah ad at Uyall Se yyy wat Gb ae Ws Jo Deas Sale Ess art dhe nt Gale age col Gayl Ua bail wey She Sl oad eat Shay Ogee Seal ane al tale OH Ll at oe bL OL pSY) ode Concer WSL ast 25 0 shady hoe de 2, Translate into Arabic. Vocalize of /DI. I know that you will go there. I think that you don’t have the time. I hope that he goes to the institute. He wants us to learn all the words. He couldn’t sell the books. We didn’t wish the students to work a lot. He must write a letter. We allow him to travel to Switzerland. 3. Answer the following questions with Y + ¢ + jussive. BLN C5 rel fo Pay all ob sll ar Gnd Sl aatorl Jo Faileall obs Gb palintl fo SELAT ps Whey es Je 5 yeah ils Jo foie Be Ly arlin Lo Goel altel Jos fdreall 2 gll og elyaLt Daal fo Giae JI ple J 5) CBs beLesson20 279 BE fe Pal IS de ot OF gel pas Uleel fo Solar Wu of SAS tags Ga4 Of oy Alsi 4, Translate the following newspaper report into Arabic. A scientific symposium about the development prospects of agriculture in the Arab countries was held in Cairo last Tuesday. Delegations from all Arab countries as well as representatives of the FAO and the EU took part in the symposium. The participants discussed the development and diversification of agriculture, the problems of desertification, the fighting of plant diseases, the breeding of livestock and the possibilities of increasing the agricultural production of wheat, rye and corn. The symposium issued a number of recommendations to solve the problems which the agriculture in these regions is confronted with. An agricultural fair was held along with the symposium, in which modem tractors, ploughs, pumps and a new specimen of high productivity seeds were shown.Lesson 21 Og pirat y Gael jw yl! 1. The Participle ‘The infinitive (Lesson 22) and the participle are the two nominal forms of the Arabic verb. There are two participles: the active participle (jelall «ly and the passive participle (J yaall +), 1.1. Patterns of the participle 1.1.1. Strong verbs Basic Form: The pattern of the active participle is: (Jel “doing, having done”. ‘The one of the passive participle is: J sade “being done, having been done”. Derived Forms: The active participle of all derived Fors has the prefix mu- and the sequence of vowels a-i. The passive participle of all derived Forms has the prefix mu- and the sequence of vowels a-a. The basic structure of the Forms given in the perfect tense is preserved. The sequence of vowels that follows the prefix is the same as is found in the imperfect tense of the active or passive voice, except for the active participle of Forms V and VI. Accordingly the following arises: Form passive participle active participle 1 dais _ det 1 mo Wa a Vv __ jes VI jeu vil jae vu joa The feminine form takes the ending +.Lesson21 281 GA1 Without amxiliary signs it is outwardly not distinguishable in Forms Il to X whether the respective form is an active or a passive participle. Additional possibilities of confusion arise by the participles of Forms II and IV appearing in the same typeface. 1.1.2. There are some peculiarities in the participles of the defective verbs, as is the case in the perfect and imperfect tense. In the following, we only mention some patterns of the participle of Form | in which the underlying pattern is not easily identifiable. Tables 10, 11 (Appendix) provide a survey of all participles. Form 1 passive voice active voice verbsR2= yors | Syst | age f pis te | ati | 3 verbs R3 = 5 pha ea 8 verbs R3 = a | gh Forms I up to X_| passive voice active voice endings: endings: verbs Ra = y ors aya ¢ -in,- definite: ed ee el Regarding the declension of the words which terminate in -in and -an see Table 37 in the Appendix. 1.1.3. Plural form and form of intensity of the participles 1.1.3.1, Certain regularities can be discovered in the forming of the plural of the participles. Form I: active participle / persons (often descriptions of occupations) m. Bye g et a ote ce det m. Js t et m. Go et seller ostic Bl driver, chauffeur dsl Be exhibitor Ope se & peje282 Lesson 21 ‘woman student ole & ob female worker UE ¢ he merchant Jeg at passenger ws a sh tourist student worker seller student Form I: active participle /non-persons : m. ee Le £ = de c aes £ Je cts duty, task ole hy university lu z Baler family Ue ¢ the side Ge oe stamp ei a qe circle capital city fruit(s) listLesson 21 283 Form I: passive participle / persons m. Os wie Iie f. Yai Vek responsible person, official (m.) Odyfiat @ dyfine responsible person, official (£.) NES Ayes Form I: passive participle / non-persons m. Geel @ Unit | OY Ai au drink UTE eye project, plan Derived Forms: The active or passive participles which denote persons have the sound masculine or feminine plural. teacher official/officer/civil servant companion, attendant viewer/spectator/onlooker woman teacher nurse stewardess @A2 Some participles of Form IV havea broken plural as well, e.g, $I j-L* in addition to> y.t* O yiyehe “director”. The active or passive participles which denote non-persons have the sound feminine plural, regardless of whether they are used in the masculine or feminine form in the singular. alarm clock ee & a representative team284 Lesson 21 @A3 Some participles of Form IV have a broken plural as well, e.g. “problem” |S“ a with the plural ‘JSL&+ in addition to 4S 1.1.3.2. The pattern of intensity of the active participle Je is Jus Originally it expressed intensive and routine actions, but it is hardly productive any more nowadays, effective, efficacious constructive jet plane Nouns of this structure, which are derived both from verbs and from nouns, constitute descriptions of occupations. seaman ON > ab =." (Wry AY porter/carrier (fod >) JOS money changer (Gye >) ie All these words have the sound masculine plural. ‘The feminine form Uta denotes appliances and vehicles: refrigerator ay bicycle als earphone, (telephone) receiver (ee >) wi car (le >) (can) opener @S>) ob lighter BY, [515 glasses All these words have the sound feminine plural.Lesson21 285 1,2, The Usage of the Participles The participle combines the meaning of the verb with the formal properties of the noun. Its nominal structure also determines its syntactic use: noun subject, object and predicate complement and adjective = attributive adjunct and predicate complement. 1.2.1. Most participles are lexicalized as adjectives or nouns, i.e. they are pure nouns without any verbal characteristics. Some participles belong to the categories both of adjective and of noun. Adjective: 2% cold (active part,, Form I, root: dx% — acceptable (passive part., Form I, root: J — ~ — 3) Upses — moderate/temperate . (active part., Form VII, root: J - > - &) noun: ele stamp 77) (active part., Form I, root: ¢ — — by official/officer/civil servant (passive part., Form I, root: 3 — & - 4) wae representative team (passive part., Form VILL, root: « — ¢ - 9) adjective 4 active; and noun: worker, factor {active part., Form I, root: J — ¢ — £) remaining; rest (active part., Form I, root: y — ¢ — .») tom legitimate; project (passive part., Form I, root: ¢ — 5 ~ +) GA4 Participles which are lexically fixed as nouns have not lost their ability of being used as participles in the strict sense of the meaning, which has been derived fromthe verb. ib “student” can also mean “claimericlaimant; someone who claims (Something)”. Thus, it says on some extracts fiom Arabic registers lb 5) pectali 1s “this extract is given to anybody who claims (i) ( ser al pall we yA Ge) YF pM cl ph de wake Qo gl) OF US oye ol al este BAU oy Bley GU] de Jef pe IS cabal ole Gaet ch seek LS Gall o yes HI B59 Gg UIA Sh os A fal Gey _ tle ple WIS) ae a Gol cob! dp sls of cle py ote gl co! all 4 99 BO pale DAI Of I J Me ay OW es296 Lesson 21 Gi Form the participles of the following verbs. Find out beforehand the underlying Form and write the usual Roman number. Resort to the dictionary to find out the root and the meaning. lasting = gis - let © a) active participle fee hae gh iol fal ccel ee Sat Gele (gS cob cles (li Oe 6H aT ey ee il eee caged Gil Ss J ole a «jae wae Jes ge Gale ol} Ge cle b) passive participle eho LB cheng og pe GB Apel NST oe eet IE ge (far! be fal gee I ee, G2 Transform the shortened relative clause into an attributive relative clause. BEG NeW << Be goes > eel Gas pall g Ral yh pl Gg Lsth AU BUI ae oe Ost Ud) asi GUS OL lei) Uasdk ff Satle oby Uhl § BIA G de ye dll cL Ojel Gazz all sles Syat Q diel! JF sl) aged tL Glad BBY A BLM Tot dt oti gl! Aly caer! Bak Bk! Oy eal Opell Gy ae wud etl SLI pole JI Fal Meld og dygeht lat) AS) del) Bord dad) Us dy glad ol LaeLesson 21 297 Barly dele obi 3 sual slizgdl ZLib dearatl > yi s/t FS GU SLI lS OS FAM one jal Be pony sibel ald) olasi} BilT ge Oy pall Ott agiyf Raa 2 all Bole Uf tele on pial ao sit ott Sf eed! shad G3 Transform the relative clause into a shortened relative clause. Sym Kept << Sy SAL gi au sli thin pals sh 5g! Saat yl deladl S faai a sib oe Coed gt gil stil Ch BS gle ge O prise call Slr sh DS IS Sage borg ll UT BJA ale Ge sll OLY yo WN WS a ly yell Ayal Ay ser! Raed De Lge Wie one by ll Lye apt ALLS! A te Een! le cham sll ly pe Proll EN ol He ge danas de 238 goll a Bde Be UI cle Gi pele AiG caill gil LUIS Opal U3 gs gl Sled vl cal gi dats ASU Gey gh G4 Insert the proper participle out of the following.298 Lesson 21 esa we ea sey 0 we are Repeat the sentence and use the personal pronoun instead of the subject or the affixed pronoun instead of the 2™ term of the Idafa. examples with (2 we ght Wa Oye ee bya ila -® Ee feels © (By pe deli - yar gle jolie os aA a)Lesson 21 299 OY... Ayal pele call doll oe clas elt! lyf eC ent! wee ee JFL ode pb chy dn, Jett see pple AW go. debs Gall Las vee Agel ll ode SH glee eC phe oe ie, ttle UL... dali git MLE. deel one AS Abd) g... Wy a. G@ Djlal B... Shpall Gas... oy stl pe ky tll vee LGU) 2 pit see Oghy ged 0 ab ht oe MW GLY C1 The teacher explains the possibilities of apologizing or to expressing regret using the following collocations: to excuse so., sth, to apologize for Iam sony. Pardon me! Excuse me! Don’t be angry with me! gies y I beg to be excused for ... te ge NEY yf300 Lesson 21 to regret sth., to feel sorry for oe |S ay Lam sorry that ... wt oh uf /.. of GT uf unfortunately od (LY e much to my regret, lam very sorry atts) a9) e unfortunately, it is a pity cel op unfortunately dah, sh Apologize making up a “lame excuse” for a) bad handwriting b) the numerous mistakes in the exercise ) your coming too late etc. C2 Prepare an interview based on Text 2 with the president of an Arab university, or a famous scholar or another student about the problems of higher education. Final Exercise: 1. Form the following: a) the active participle Se gttl BL Sy SE Be Qe flee alr ade gi coil « atl cole cht efea ee gle ooh) cals ice cally ad ads ete lel Jael ela gle tgpSer cle ches coli b) the passive participle CBT SG gt feat dye Sle ey cgbe eS ory eee phd At Sty 2. Transform the shortened relative clause into an attributive relative clause. ct OP A] yal G SU A / bo lt ee) ped Gadi A slat / Lasdh Lf ble ogy Mall / abet g asi gh Ot asl / 5 stall dndh WAM / eye Gta Ell / Oleh Gg tenga tla / wiphi de pe lh FG IPY Gh eth Oras, cancel "INN IY led | lad als BLL | aa a SU ole Nf Thy aL Walled / Gal, 3b 8 Deu Opell [Ge ay gllall Ole! / gtd dell gy wae d Lab! / dal J) del gagedLesson 21 301 BUN LAS / clay ALi GB deacAl o gb / Buoly dele Std 5 stat gral | ae pay ad UY) avast | om pall Boa ALY ge sll Qe / Ell Bole Sp tee oy shell eat / ol pf all Co all | pgflsT ge yall 3. Transform the relative clause into a shortened relative clause. Opi el Sle BN] ELA gtk cll at | clad aie pa Gg 5h GAH SIN OLY! / OK IES Lape Bor ga UW / pal LS BL le ee BN gL se UH Ae ype dy wl ey gga / Sh! ole AM) SAN te Ud de cham al ype f deed Gude 1 ge WlK ou pete | aa ple 5 gh I / LoL A ayy ogad BM | ts BLS gS thas / eh Call gil OLS / Byte Oe dy cet Gil | eet Sl LL! / poli US we é 4, ‘Iranslate into Arabic. In the Arab world, we find republics, monarchies, sultanates, emirates and sheikdoms. Most Arab countries gained their national independence after World War [and Il. Some Arab states were able to accomplish a considerable economic and technical upswing owing to their oil resources. The differences between these countries in organizing their societies on a democratic base are still very large. The governments of some of these countries spend 50% of the budget on weapons. The conflict between democratic and traditional forces will become more severe (Jit.; increase in severity / fierceness).Lesson 22 1. The Infinitive (ashy The infinitive is one of the two nominal forms of the Arabic verb. LL. The form 1.1.1.In Form I, there are more than 40 different patterns of the infinitive, of which one or several can belong to a verb. The two infinitives which occur most frequently are: She od He came to Baghdad in order to = = AAT (roi ota J a study Arabic. “ Nall) aatal slay ll elLesson 22 305 1.2.3. The infinitive has the same power of governing a case that the verb has. Analogously to the goverment of the respective verb it can take an object dependent on a preposition. af the answering of the questions aa gle sf the welcoming of the guests = sal the need for drinks the expression of one’s views In general the accusative object of a transitive verb will not be employed as a direct object related to an infinitive, but is connected with the latter in the form of a genitive construction: to study the Arabic language tea aa 8 the study of the Arabic language Wy gall tal to do the jobs gue suf the doing of the jobs SHEN Feu] The 2™ term of the genitive construction takes the genitive in form, but is the logical object of the infinitive as the 1“ term of this genitive construction. We talk about a Genitivus objectivus here. There are also cases, however, in which the infinitive of a transitive verb takes on an accusative object, namely when the infinitive is already in the construct state and adding the object to the infinitive as the 2” term of a genitive construction is not possible: their studying of the Arabic language = their study of the Arabic language, (the circumstance, aI a ab ele the fact) that they study Arabic ‘The following sentence: He asks before he writes the letter. Bo CK ofS oy can be transformed into an infinitive construction 2s follows: He asks before (his) web es Jo oes | Sal es IB Its writing the letter. 1.2.4. Another method of nominalizing a predicate is connecting the infinitive with the so-called functional verbs. In these patterns the actual predicate is rendered by the infinitive. So the excessive use of nouns, which is often criticized, is also acknowledged in Arabic.306 Lesson 22 (3 + preposition ~ is the verb used most frequently in this connection: Abmad visited the capital city. a ~ (lit: Ahmad carried out a visit to the capital city, paid the capital city a visit.) A Lebanese student has accompanied the delegation. ~ (lit.: A Leb. student has carried out the accompanying of the delegation.) GA4 There is a multitude of functional verbs, which occur in fixed lexical combinations - in conjunction with certain nouns - (in English these are phrases like “to make a decision”, “to make a statement”, “to read a paper”, “to come to a decision” etc.). They must be leamed as vocabulary items, The periphrasis of the passive voice is a special variety of this usage of the infinitive as a noun. Instead of the passive voice bs | 4a , the perfect or imperfect tense p 5 / 35 “to come about, to be performed, to be accomplished, to take place, to happen” or «s’> / (s >! “ to occur, to come to pass, to take place, to happen” + infinitive is employed: The papers were delivered yesterday. FEGM ~ (lit.: ‘The delivery of the papers came about yesterday, took place yesterday.) tl ror i Se ‘The project is considered quickly. wy bape ou ~ (lit.: The considering of the project is done : pyette Ae with speed / speedily.) al peal ele pe 2. Adverb and adverbial constructions Adverbs serve the purpose of: a) — modifying a verb, an adjective, a participle or an adverb b) making the circumstances clear under which the fact expressed by the predicate comes about. 2.1. Classification of the adverbs The following adverbs belong to a): the qualitative adverbs as a modification of a verb: LS and i “well, LuyLt “strongly, violently/vehemently” a. the quantitative adverbs as a modification of a verb, an adjective, a participle or an adverb:Lesson 22 307 (hoe “very/much”, (45° “much”, SU “little/seldom”, Ls 35 “approximately”, 233-5 “(he) alone/(he) by himself” a.o. The following adverbs belong to b): adverbs of time: oy “now”, i ae “at once”, esa “today”, gt! “yesterday”, (ab “tomorrow”, 3) Sled (Lal! “im the evening”, Lie (cLé2 3) “in the -moming”, “formerly/previously” 2.0.5 of place: Lb “here”, Sus “there”, (3,3 “up; on; top; above; upstairs”; of manner: 6 at (or “secretly”, 2U3 @ “yet; still; nevertheless; for all that”. 2.2. The form The definite or indefinite accusative is the case the adverb takes in Arabic language. Besides, there are adverbial phrases (for formal reasons they are also called prepositional phrases), which consist of a preposition + noun in the genitive. AS Many nouns are used as prepositions when taking the form of the (adverbial) accusative: under, below, beneath, underneath afterwards, later, etc. 2.3. The use 2.3.1. Position in the sentence The qualitative and quantitative adverbs invariably follow the words they modify:308 Lesson 22 He has done that well. ae OS (ss He has eaten a lot. Aas Ost very good ieee The adverbs are often at the end of the sentence; however, they are not restricted to this position: The Syrian delegation arrived on (63% 205 65 (5 pul Sig Saturday, the Egyptian delegation on q Sunday, 2.3.2. Adverbs as predicates The adverbs and adverbial phrases cannot only be modifiers of other words or specify a predicate, but may also be the predicate of an equational sentence and as such an inseparable part of it. See sentence structure 2 from Lesson 2: Here is a teacher. The teacher is in the room. 2.3.3. Various adverbial constructions Instead of the qualitative adverb, constructions are often used in which it is replaced by a verbal noun or is put to a noun as its attributive adjunct. 2.3.3.1. Preposition 5» + (verbal) noun: Iwalked fast. (instead of) I walked slowly. (instead of) liked to do that. (instead of) He examined that thoroughly. {instead of)Lesson 22 309 2.3.3.2. Preposition 5» + JS % or 352 “form/shape, manner/mode, way” + adjective: He has done that extremely well 5s Ka, (lit.: in an excellent manner) (instead of) Ate GS (a He has done that wel. 5a 5 ge, CUS a (lit.: in a good manner) : in general, generally De 3 has especially, particularly ale Ht 2.3.3.3. Cognate accusative: A verb is modified by being followed by an indefinite noun (mostly an infinitive) in the accusative, which is combined with an attributive adjective. He read the letter slowly. (lit,: He read the letter a slow reading.) ierg dey GAG The cognate accusative, possibly the starting point of the adverb modifying a verb purely and simply, has become rare in modem Arabic, Determining which of the adverbial constructions must be used, depends, to a large extent, on the structure and semantics of the nouns to be employed. Only close observation of the usage and constant practice will lead to the confident ability to apply them correctly. v coming too late 2-1] basic, fundamental pegeee Let's go! (coltog,) 11} huge, enormous _ unfortunate, miserable cl | compliment OL tlt researcher Op @ Seb | generation f cde to justify sth. + Gos) pill stone abst ¢ = perspicacious a1 | to lay the foundations of G-leSI mm au y excellent, brilliant, splendid Al | to envy so. sth, leo (AH) ee museum < | with regard to, (+ nominative yee o technology a invention + | to be afraid of sth. revolution310 Lesson 22 plan first of all stage prosperity structure bas ¢ th SV ey dele g tee ab, CS eo oSy to take sth, into 2 (eid) SI consideration supermarket comprehensive reform in so’s. favour ina . way / manner contents, subject matter (ssldas light in the light of, in view of required, wanted requirements ready accidental, random, arbitrary scientist, scholar to shut, to lock up sth, in front of unavoidable to think money Text1 | gla» | regular, orderly boring bankruptcy ori before it is to late OY ol Js to assess, to judge sth. (ait) oo r assessment to hate sth., so. ra EKyes asyoulike — (collog.) HAS /UES Je make up (Fr. maquillage) clyt tocontinue todo sth. (a2) “ase! X Never mind, (collog. Eg.) plea That doesn’t matter. sen toenableso.to gr # (Sa) GSU profession to get off, to go down to expect so,, sth, 8 <° ( plan, program “uu | to bring about an upswing ~ (243) Uae hurry whe) Jee, to be close to BY phy de bankruptcy objective ‘ese ¢ Shy Say vant (colloq.) us t tokeep pace with, © (CSI g) C515 Ill to keep abreast of hopeless uth Sebel y rclest Migs sage OT ae oy Sb pel Ste oe intial ool foe St bl SY Uae Ne son tl REM ISLAM PLT ane Gly of pS Y Gide Lag abd) By Lagbly en ee Lett GS yt! pe Ye Lege Leds Eels 4 gt ll ny gesting bey tiie bo pel pL HLLesson 22 311 BRB IAL Le fet ne taper pol Gale CY! Wa G26 Go] Sy se Lele MLE Sy Last Ll op cata, gale Je Kali bs pras Lon J ySily pla BB y8) OSL aly Sua [gla ps of Ips ot) cel yy cenilly cr tighly telly Lb! ps tutor oo Oyo i a Of ot cw Of SH pal Say ciel Ye gio he pghabs ALS plat pu Sh Se fom THEY st J idely tee Bt fy oly! ae ogi Gp eegins ad Lebel (SS, uth, Las ba hs gp ty RL LASL ole Gates fo $08] Cle G glball ya bt AS Sy g Wesshal foeyb hg hs dole ne Ras MP clet CHOY oY Tag of fol pe La be of glpte Joe, fas cand) edad SMI ae Ul be cy ill foil Laid ol 5 Y alae ) does y pe esol le 8 CA Mey Be cand Sots a pla othe ou Ny Al gb Gi Ul, tale ag Geld yw Ke aly Lied Text 2 Soot atl $e BS ohl Clee « _ Spy Wee BS ot Ul stl chee tee ee aly Ry Se op es ctl Je tylld ool oe ey Gaui gue uf cay Gall) mtd of Shale esd alot SL oe TB yell ope eb opted AIK) She Gad f Slekal] Bole glad) day Dyed J Cab of Ue ot etl of ke glace ayy We Se OS yg inten UF cee ys chs Sas gD last be tee LSU ed ie Se UT Jet GLa cd clsW est ed sl bly dip GBS Gn ty oF Ce4 Spey Si BLN oy & byl UO dy 9)312 Lesson 22 Sb AE OV Ae giptine JL ES tks ofp teal diy _ Set Dye MTS] aL le Ss og US Ab doy Halll GE CS ye She Seget YS cou Tey dal coe Uy eee Bayo aad pil Ly at Ge Blan Sap ll GtLiadly Uylae Slam Len ie Spb des Jo Ayal Sp 3 LVN yal daar coolant abit Sal ool Ye SEAN jleceel dey GY! ALE y de gif ceed fo Sebal ow thet ar ff Bie Sry Ba Ab pe OSG of etal py ASN LAM (UE i yee glele «pales Sad tly Ener cll sf dk ay Exercises: Li Complete the sentences with one of the following adverbial phrases. bl, oars lt Be halon 5 yas cally by play epg code 5 tea FINES o. Abb pie! + Gael Blt ee ve glee Mb Al os Aa pl) RAL! O pales lo oe Fey pil BT 1K gor gl OF 1 SEAM bya: pi Sy os Cpe yl a Opti MN ee Beall US ve ds stat Yh of 4 Sy + Opell SI tt ve peal ksLesson 22 313 L2 Give the meaning of the following infinitives, which you are already acquainted with. cols «fal aka lier Lash Bole og Laced ey ot ede? coe gbe Chal yo aad coy eb T Qe F Aplie ble (ola) 0D sl gale aly eee rel et Cy pla (eld ale] Cpt coletel (foe GNaed cit tal ccs a ie Ge en Jk Bale] 3 g6 ca ght Ghee Cy glAS Gaal (| Sts cha yo cE AAA cobetennd BME] CLS y! sl perl ct cht ieee! BAS hs shan (Them olin Glow his] Gadead Gheel Spar bad Gag Oleh cplacall BL a) slotted cls L3 One student forms questions with the infinitives of L2 and the others answer the questions. HB Z SYA ghely ALOT Set wlyg siloly jy of oat np waa yyy OF aig ay caldl slash {bs of Sh 45 saga) 0a | yon why OF V gall Earth Lye sts oF elt ay Lala oda tg of ibe A Bye 35 of Hole Ce pS phe Lai of ple CH wake of ile C4 ql fai ot gle C4 Spl Ms de Gat of CSU abate d PUSAN ey OF ball ¢ Ute! Saal Lin Ny anch of telat fo Shae Ab pled Of aglatend fa eal 58 Coke Of gil AI ¢ Ute Me egal af Sst Coe WG go Ube gt of JZ Anal wef ol YyeL Saeglt Zs of Usé Jo wladdl ojef of GIy $B AH LSS poe 58 OF oy A KE foLesson22 315 Blend gs ¢gly OF cyt lll (Se Slash tat Lybeos Of ye SE Sera cline ost of ALK fo SUS J ym dee | iout Of Se fo G5 Replace preposition + conjunction + verb with preposition + infinitive. Sala ties [FA yl > sls Yapral [adsl © ES ogy Of fs Ayal joe wad Jj ays of JS gabe aye C8 oF fs a Gans ahead of J 3 LW Og ype Jobe dey cL! Uf By of Jo aie, tat eae wpad) Ojo Lpaoed Of day delat J] Coad Aas cogil Of dey codl SY gory pits als Of ey ell J} ALU cg ce Call Gee SUL le cham ao th Gg oot: Hhth oy gm a pe} ASU cael oe Sots HEL Ly pared Le of ae all BUS ped jell GYT ole viel ead al dp ose Aad Be) GB pall J} esd Slee A BA oe oo why pall AU) Lyd 3 ala J] Us JL sp ISOY! Ball yale Ul) LD ele gpl pl nally te tole Dt 8 yh os G6 (Homework) Form equational sentences in which an infinitive is the subject and the participle ¢ »-f or Cpa is the predicate (C1 (Homework) Prepare a report about the previous weekend. Use the adverbs of time, C2 Prepare a dialogue about shopping, a visit to a museum, a cinema, a theatre, ete, based on Text 2.316 Lesson 22 Final Exercise: 1. Give the Arabic infinitives, meeting, lecture, study, qualification, exchange, education, cooperation, economy, discussion, extension, signature, specialization, checking, oriental studies, apology, registration, foundation, presence, consultation, development, retum, tension, opening, reception, proposal, improvement, satisfaction, closing, exception, increase, continuation, innovation, certification, preparation, competition, wrestling, boxing, examination, success 2, Replace the Of - clause with an infinitive construction. Lye ey OT Lath adi atest Shs of SL ye Ig lets jy of oat ay ws Rebel oda Uy of bee ef stl Lye of alt eg apa) ode gai etal at of Lge 4 abl of ule C2 GB ywlly 5 of Ule ot gli elle Haas ty es Ge fe USA os of os J! ees JEL eae LW pe Like Ges of Jolt tll a oY AAA) LAST par 35 OF oye HUI OE fo 5 gill oye Of Wy ail! SAME Sym dee Les Of SKE fe atlorly opis Of ye HU XE 3. 3. Replace conjunction + verb with preposition + infinitive, Toth J) Lead byeecd of 15 oT Og) y pall Sale EU of Js LN Gant oll g eat thes geil of ay eal ey wphedl jhe Lpand of dey ealel pe Sots Ua) Joey ge abt 1 jy WY cogs Qe VALLI Ny pared ce of aS) 4. Translate into Arabic. The urgent problems which the educational sector is confronted with must be solved in the forthcoming years. The reform of the structure and the contents of the programs of the primary and secondary schools will last approximately ten years, We must lay the foundations for a future which enables us to accomplish a scientific and cultural upswing on the basis of inventions and discoveries in the modern sciences,Lesson 23 pial g SIS oo yt 1. Subordinate Clauses, a Survey (EA Joby Subordinate clauses fulfill in a complex sentence a function similar to parts of a simple sentence. Accordingly, they can be classified as follows: © nominative clauses © objective clauses © predicative clauses © attributive clauses © adverbial clauses All these types of subordinate clauses have already been encountered in connection with various conjunctions. The designation which befits them according to their respective syntactic function was, however, not mentioned in each case: © nominative and objective clauses after &f and S1 © as well as nominal relative clauses after (2) «ssl cle oi. «© predicative clauses as nominal relative clauses; « attributive clauses = adnominal relative clauses; adverbial clauses after the following conjunctions: of ay after of gs before = temporal clauses oh ce since/ever since es until on where = adverbial clauses denoting place that, inorderto _| = final clauses because/for = clauses of reason as; since/because = adverbial clauses although/though _| = concessive clauses asiffas though —_| = comparison clauses but, however/yet however’... though, but/however = adversative parataxis318 Lesson 23 We do not distinguish here between subordinate and coordinate clauses - as we do in the Indo-European languages - because word order in these clauses introduced by conjunctions does not differ from word order in the principal clause in the Arabic language. In this Lesson and in Lessons 24, 26-28 the following types of clauses are treated, which are important for the Arabic language and for which there are only sometimes equivalents in English: temporal clause, clause of reason, conditional clause and clause of concession, exceptives and circumstantial clause. 2. Temporal Clauses 2.1. They are introduced by means of conjunctions which indicate that the action of the subordinate clause takes place © at the same time as the action of the main clause takes place (when, as soon as = time, while, as long as = duration, whenever = reiteration) before the action of the main clause (after, since, when) or after the action of the main clause (until, before), 2.1.1, Temporal clauses of simultaneousness Simultancousness of the actions expressed by the main and the subordinate clause is expressed by the following conjunctions: Laie + verb in the perfect tense (or IS’ + imperfect tense or cae = when When I was playing, Muhammad came. thd ste Call Lis ite The clause introduced by (“ue may precede the main clause or follow it: Muhammad came when I was playing, lt iS Wile Wise 2a The possibility of the temporal clause being placed in front of or behind the main clause also applies to all following clauses introduced by a temporal conjunction. AL Another syntactic possibility of expressing the simultancousness of the main clause and the subordinate clause consists in the so-called circumstantial clause; ef. Lesson 28 regarding this lade + verb in the imperfect tense = as soon as Twill inform them about this Way Apel dap Ayal oda cle gdb. matter as soon as I meet them. ES daz Lie + imperfect tense, often in a conditional sense = English “when, if”. or (4 + verb in the perfect or imperfect tense have the same meaning Ls does. as A3 In joumalese L+te is found far more frequently. Lei and (a> are more representative of individual style,Lesson 23 319 LASj + verb in the perfect tense (or JIS’ + imperfect tense or participle) or imperfect tense = while I did the work while Muhammad was absent, ge aces as i pai Ido the work while Muhammad is absent. ge 4 ‘Temporal clauses of simultaneousness are furthermore introduced by means of: UL as, when”, Laltb or iS “as tong as”, 9 Ui “so long as... not, unless” and CIS “whenever”, GAS In ¢> Ls, glo is to be conjugated in the perfect tense like pl , accordingly So long as/while I (yowhe’shelwelyouthey) / L234 | gia | 245 |; am here, he will not sleep. a PGRN 2.1.2. Temporal clauses of anteriority ‘Of Aa + verb in the perfect tense = after Iwent home after Ihad done the work. (faa Giauf Sty eth J) ets @A6 Accordingly, in the Arabic language when two events occur at different time-frames in the past, perfect tense - perfect tense is employed, unlike in English, in which “after” requires strict compliance with the Consecutio temporum (past perfect - preterite tense). GA7 Lcxe and Lue , too, can be used in the sense of “when, after” for the purpose of expressing anteriority. In many cases it is neither possible to differentiate them clearly from 0! ww “after” nor from U4) “when, after”, which is seldom used in Standard Arabic nowadays. However, in spoken language the latter occurs very frequently. (Dh 4+ verb in the perfect tense = since T have been (and am still) workingas », -* an interpreter since I graduated from “7 oie tani es aut y university. Halon ¢ oe 2.1.3. Temporal clauses of posteriority Of ($5 + verb in the imperfect tense (subjunctive) = before I (will) ask my father before I write the letter. Wi CST 8320 Lesson 23 (> + verb in the perfect tense = until He worked until he had accomplished the tasks. ttyl Gol Se 2.2. Frequently a prepositional construction (as has already been practiced in Lesson 22, G5) is chosen - especially for the purpose of expressing anteriority and posteriority - accordingly: 7 Seals / ahi 9 i) 27 instead of posh auf of ogy Haslll Go ortod i insteadof data Go Etos GR An instead of enh / Ugh oj] instead of We are also familiar with it in English, e.g, “after doing the work” instead of “after had done the work”. Vv. as; since/because 31] to conclude ol! data, facts, figure Sle AE| tobringbackto dl oD oo wv help, support ak port, harbour +3! ls ch yes (collog. Eg.) *'| to swim on) wo Palmyra 7755 | acceleration ae aie is'o=| tohelp so. (gle) o (held sel I tomove Bip SA y| with st. Crs of to contribute to ide sel. at the expense of whee de pe « 7 coy acl Ty You are right. Hae Gai] tomaeeso- happy * Cass) Al (ce | che @ hie leppo ee : — Sas Foe Hama (ple » «| and the mercy and Bey, Alea, Homs (#) +2 | the blessing of God need; collog.: matter, ler ¢ dor | wellness, well-being LL a oh gt ane ON pb) aS pb experience; know-how ct od bist ¢ ebet speech, letter, note ol tq: lee : (man ) Le ate . enclosure (in a letter etc, ol pie & toextract, gy 8 (yale) asx & to deduct sth. from sunny wecollog. : friend rb ¢ ele toexportsth.to i} » (ka) et export aka refinery he ¢ dies outskirts, vicinity cee tele loss che to inform so. about (Lr ey abt Vv to consider so., sth. 2 © (jai) Sb! VII in his capacity as o leek to come across sth., we Cs ye to track down sth. to admire sth, = Cs) ntl iv many-sided, multi Gad slat non(-) (PLE + noun is like ye + gus adjective or participle, a nominal negation) enemy slubl @ ste complicated i to be used to so., sth. to cover sth, (and) others lost to welcome so, ° bey eax Text 1 V4 bee ye VS Gee Bab gale Gah B ontt de Lesson 23. 321 as equivalent for, (in return) for story to cut sth to cover a distance or stage fortress Latakiya so long as ... not; unless rainy “yt f towishso. sth, ol ¢ #4) (0%) of V that todie (9h OL to finance sth. 3 (Ue) Gen harbour to fit, to suit sth. water-elevator trade union to import sth. ftom import weight say good-bye to oo Oty astix te Oy 3s) chat torecommend so, (92!) (seg IV sth,, to advise so. to wet J) Ley we ae sayy Ub a8 sath gt Leap on MeN ade ab Cast gL a4) tat Opty elo Yl oghl ade y soled! ples eSly Lele, Lalas pots ew bis bye OW A] Labs Ly per dete aS Capt go bape Rell ale peat TAL y doLenlly baal ¢ Udy pdady al dl oof der ly a sty 2s BAS sb Esti Sel alec Lal322 Lesson 23 Ley ay SW eM Lola ae ie» Cady Ba cpl ove, salesel ol pt 3h ope let! othe! ue CaS cyemely ea WU See Wp SI dyes de ays bar 5 ad bese yy alas lines yar Lal oysy cle tal oe OL tl pb 3 Obey Sh oly Sete Lack y bp SUN sedans ABS Li py Lalaleny Uyil pay Lately ley bye tl! AGW LS Lakes HIS UW, CUBA, Dall oe Landy Teed Werk poy Bae ihe cat chp BF by dell Gan alg ce ct stead ly tg Bae UL} cles Gil pel stacny dine ¢ y tll We fast of Of eSoBradl S front Me cps tattle Y sil oe pA SG RaBU Beall Re pany yey bl ALS le gy AN Min jl] tele cd) ols Sb olay S) BLT Gy AL J} osef of fby RT VY dg toe pele ene peal Lita SS reel BL gael cll pail 3,5 wali Oleh ley ual le ple beat) OULU Baus” OS gy BI ar yy Sle sy Mel wi G Gaslly cle LU Gal ale Chie Text 2 So gal CJ! Lad whl cle Ope I Las yl cle sib lt ASI oe Goat DW LI ot pL WN Geley th coy Sey AY ple Mia al) clot LYS lads pal d ofl Sy Sg ‘dS! wera ds Jal. sss aad Yt BS da) Wed op ggheel ebaclal sOkigin ee CIT SW da UG om tas SLigW Slay oj Nl gf thy Oj) LS Vs Sune OS y eee coy! AS 0. OF woh 5 Mie bie Gay VWs cabo Uly gerne Ma chap) 20g He py Socal Of Ugo. saab ll Shan Sf rate ey Hh oof OyLesson 23 323 Lasts PLS g aT hae sl fy pS b 3055 5 aglel gene y Gs Bee VI ct B22 SVS pe pembly oped OpUl ane permtly Ol ats HEL slede slypey gel ay pare Yo eS HL Ipod BA dy a Ly Js Bas sl Oye Le ys eh PST jst Of fos oo OS VY Dal py Oshe Gas Gg Spl a Hells aD Uf clots Gey iy Qe i Vyhac Ye op chug tele Ve isl HU, HL Jey pe Be df Haj oltLy ll opty Gall Gg Le oof UCase als HE te yl LI nila Mie bhp Ib OL le «YI gtd ewe SS GSS Gaui Gy old Gare OW Sy tle GH Mar gle Katte cad Uy ppl JF Sasa G Gabel of wy Fy of yt leh pF Ise Soon SN SUL pila _ sug ba of aide Oe helt gps of Jo de IS Ge Ebee tle By Yy9 V+ Yuh a chats py tae CL poy pe Jabal sPVYyo V+ HEL O59 oe Gh YS lie CU is stadt Vp dene LOULY! le Ha gb as bey aL Lie BY fe ls Lie PU ope ST Gd Vy Uye Lele Gill gh Jil by tg le Kee out ws ste dy LE ods le Sy HL Jpeg de Hh atl taal CL Lelbad 5 EDL Qe hile le 1 Se HEL Ye LIS ye SI shall cr ¢ Nye rab hi Oy nub, 10> nub i Ope vuab i324 Lesson 23 Exercises: L1 Replace the following words by their antonyms. a ym eal cae pee (gL aay gerd hd efoto cole 6 «plead cS per chy cgete OSE Sg bt hye cht Tae 2 Insert the proper preposition(s). esas Of BAL. flog ped. Stl pall IU OU ge wslitel... We... Leh peal 35b5 . Ast oy gins LAUT. CY fond eer SW aed. ee oe ptlked gg ll at ee gh 2 Dye Lp deel. Uy sted. UP pty and Lol Bae La Opell ... cs pl suse pl yj cel ed ae Gisill Ws, Ades ggh 8 pl 3 (Written homework) Translate into Arabic. I am writing this letter to you from Cairo. When will you come to Cairo? I have been working here for two months. The government finances the project. We collect details about the development of trade, economy, exports and imports, tourism and culture and the oil sector. They draw conclusions from the first stage of the project. This economic data is new. I was in Palmyra, Aleppo, Homs, Hama and Latakiya and on the coast of the Mediterranean. The acceleration of the work on the project is impossible. 4 Translate the following text which is printed in deco type Naskh using the dictionary. Rageetliey wll lal pt Re ape y oat pl laerler Nos ie ‘ql role tllLesson 23 325 Stink doles sae] Slt gpl laidy sll pd ayes pots Gypdllir yy Ke phat _ sy apd ssl Slee venn/ v/09 3 gyplla/V Yo9b SUles ats LLL gael dealt bigeye tive ols JL) S17, cadet Lipp diyglall eaag yllahl alae] apd! Jeyayc hid Jel (SPH 52 55 ye eel He SL awl JS, Heed _yp5.tlh G1 Combine the clauses by means of We. At che Gall OS Lake < dat ol wes © wee fre GL) ou Lake < nt fro giles © (at jada oO 3a cles OF ele AU eel 3 fUai) calles! otal J bboy Salad) gy 5 la oly J g os Lue ele Cal U yolé cue ce wall fag AA oy Jagll oye i dl BLL 2 sal asf326 Lesson 23 Co Was so tblely as 253 pe pl GaiLel Jeo Last ess ul Wy Bled pres BA aeat pall oe el Catt et Byewl 15 ited Sf acl pis ab Orland op late bu BS Ute wee del Lb ee 5 byl ie yd elie tim 25 il otil yg lyase! G2 Insert o> instead of Le in G1. potgetaed Sa Sf Gyeall bey glee Yl ele bof BA) gS Dye |p Las Oy BLS Y 3 elas Oye eat! of ow tee Cond te of ob Bled oat gee By) Blo shay J} oat ote ot Nhe cae Cree alsle 53 gil AN SY! olde Iya G3 Combine the clauses in G1 in sucha way that L.us or le precedes the clause on the left column. lat SZ neous abl Sj ley Pay attention to the fact that laze/Liue are interchangable only in a certain part of the clause-couples. G4 Replace conjunction + verb by preposition + infinitive. all slg bey < jeu) gsluolay © ALS) joe of te aud 15 of we {AN Sf Lyp0d Of oe:Lesson 23 327 fia Jt hey of ae bla ces oF Js Ms Exptl Lysate of Js FSM gal a de GS Transform the prepositional phrases into temporal sentences and vice versa. We Sats Js efotle < Whe osTtol jo efol -© agen a Al of se alos < neal jl te aces Cad Uf ery circ! yj of be Ball fool of Js alps of 5 Badd opt Lol cpt fast jl) tay 43301 I Nyhey cele y sly Gar Lyi of ae a Lrt—~—si—SCSCUiC‘C ;zé‘C‘i Al asthe Jo Pal) amy Saale 6g) ey BS US O15 dol all oby of dn Ul Gam sable al] oll fo SS oe sete Ye ole 1p! DI JS Bad Lp f gpl | ptdl of aay gS Shard ad | SE CL el pl de Sel EL > ad Corel Myles OF LF alae by SG Hdl shill clash fo atl Je pgalbl328 Lesson 23 C1 (Written homework) Write a letter to an Arab university in which you apply for a post as teacher in the Department of English and add a short curriculum vitae (both in Arabic). The teacher discusses the corrected versions and explains peculiarities in the style of letters in Arabic (date, opening, closing, wishes etc.) C2 Prepare a dialogue based on Text 2 about the same topic. Final Exercise: 1. Translate into Arabic. When I wrote this letter my mother came in, Before I work in Syria for two months, I will be studying in Saudi Arabia for three months. He has been working as an engineer since he graduated from the technical university. Before she went to the doctor’s she tried to get in touch with her friend. As long as we are here, we are able to accomplish all tasks. She booked a room while Peter discussed the price with the waiter. The director was in the restaurant whenever we went to the institute. They went to the city where they met the car-salesman. They financed the project to help the government. He didn’t come because he didn’t have a house. All went to the city centre although it (the weather) was very hot. He worked day and night but he didn’t finish the job. She bought many things but she didn’t know when she would be able to pay for them. I shall sell everything as soon as I go back to France. 2, Replace conjunction + verb with preposition + infinitive. Of dee / peght cyst of dae / gy aN tnt of 5 / opis le frat of Js Sain | Ag abe gam | Unt rey ae | quill sas of dee | Ugh ol eS / Shee Sy fey Of ae / BAN SI Leas of ae | Goal Jj of te / ald jo cr slall gles of JS / abl pha of 5 / DLN OS of JS fA ce of 3. Translate the following letter into Arabic, Dear Ahmad Excuse me for not writing to you for so long but the exams have started and I had to work a lot. I have also started to write my master-thesis. I am writing about the economic development and its relation to social development in Syria. I have collected many references with details about exports and imports, the oil-sector, domestic and foreign trade, tourism, culture and education up to now. Before I can submit the master-thesis, I have to go to Syria for two months to collect more data. I shall work in the university of Damascus and - God willing - also go to Latakiya to swim in the Mediterranean for a couple of days. This I cannot tell my professor. T hope to see you soon. Please give my best regards to Muhammad. I wish you good success in your exams. ‘Your sincere friend, PeterLesson 24 1, Verbs R, = Rs The 2° and the 3" radical of the verbs R= Rj are identical. Example: Rj =, Ro=», y=) <5 “he (has) passed (by)” The peculiarity of these verbs as compared with the sound tiliteral verb consists of the fact that R, and R; are contracted in some of their forms, but not in others. As a rule, R, and R; are contracted ifa vowel follows R; in the form which was based on the pattern of the sound verbs: = = 2 ayes = - _ eZ = Sy Rp and Ry are not contracted if Ry is vowelless in the new form which was formed according to the pattern of the sound verbs: or if there is a long vowel between R, and Ry: One * Same d= 5a The imperfect stem vowel may be a, i or u as is the case with the sound verbs; the vowel that follows Ro in the non-contracted pattems of the perfect tense is almost always a. es i The active participle is: Su The passive participle is: sie Table 27 of the Appendix provides a survey of all active and passive patterns including the jussive and the imperative.330 Lesson 24 Derived Forms: All patterns of Forms II and V are formed according to the pattem of the sound verbs: = weet 782 = oe ari os ar = v4 = Teas ort ot = je 7 om aioe 2 ae es a ari In the other Forms R; and Rs are contracted in the 3 p. sg. m. The individual conjugational forms follow the rules given above. (Appendix: Tables 27 and 28) AL The Latin term for these verbs is “Verba mediiae geminatae”. In most dialects, these verbs are conjugated in th = like .-*+,, analogous to the ver 2. Verbs with Hamza In the previous lessons verbs with Hamza have already been referred to several times: sf Jt 3 ete, We have used them like the sound verbs in that context - without indicating the fact that they belong to a certain group of verbs - as their peculiarities are nearly exclusively a question of correct spelling. The phonetical peculiarities as compared with the sound verb are limited to a few patterns of the verbs in which Hamza is the 1* radical. They are due to the phonetic law whereby ‘a’ becomes @, i> 'E and ‘u’ > ‘a. However, this law does not apply throughout. A ae Form | ie . dei = a {sf 2 7 (t flat daynis | shave Be Basrah 3 2d! caliphate old, worn-out JL | hottow of the sole Castel & pall [ancl Umayyads ed “| (ofthe foo) r, “Abbasids ete | Tiers dye me trousers Ag oplay| Omplde,teleadso.to le « (J) de Turkey \S7F| in those days SIS 3) = SLT oe ca Cd oP 71) rest, relaxation ole &, stocking ol cole © LF | Take yourtime! Don’t huny! 4 yin336 Lesson 24 totellso.sth §— (yS) oT S92) BD to transmit, to quote (from a sourée) agricultural eo) 5 Semite, Semitic oe gt to coincide with a (4) owes VIL plain (geogr.) dx & ew Sumerian wey rule (over) «ey ae Jb + Gay Of @Ltyy ott to tie, to bind sth. to to want to, to demand Whatever God wants Bile morphology, inflection (gram.) Se ruin, traces Jot edb ‘Taurus Mountains re yg to continue to do, to do sth. é (hey fs permanently (+imperf. or part.) miracle Clne ¢ 4 the seven wonders awl Ut tte of the world cream, paste Cale ze fas to count; pass. oe Qk) be to be considered. modern, contemporary pale to succeed one another ((Sleu) 3La VI to attack, to assault sth. A rich (in) wood, forest here: to conquer light, bright (colour) bill, check Euphrates brush to fail (in) dome to decide; to report, to establish sth. to settle down as * GO) 13 bee os, CE) Bul xX Clg by pate here: cubicle castle, palace region, land cotton from head to toe shirt size tohide, bod (edu (du) Slop to waylay so. al-Kufah to extend to _ J) 5 1 vir pipe, tube grammar grammarian palm tree to come into being, to arise -0 (Lt Justice, faimess river tel a Mesopotamia cert ow Yoh huge, giant a face, aspect ope ey razor blade isl tole con (prep.} behind, beyond ayy description died leslie wey oeLesson 24 337 Text 1 cnt! oy ok BH SI SL a rash Shor oe 1 Aly toro os 4 Oy eee a Se OAL SET Lye all dy Ole GA GE ll abel abe bess opt! CUA ce Le ty rel OU y Ly OSU AY y Spe penlly SALLI! ahd! Gall bg ony Syl DL gap Ji ote as. Sia ae TIS Usshyg pay S pola 35 pall abe of oe es gpl cal Yate (il tae ey veel GE SOLS oe gl ow L Lalit dale 3 pabh ober ye Codbs odd bg Oa Coil oe Gell LS) tle dat Sb, dw as Blin! Op 8) elles by Bhatt Sf taal Bal oe stad ge MY pall aol Jat By LY (eVVo = Yok) ypaaill SAIS war Cf old date ele fy pV /a\ bo de by Vy tet ge dee Coiel ll (GV YOA/Vo+) Salil BIL decle Corely 5G sl WK ste Of syns Leal gallo Wk eal ally GOH - Aa Spal SL Ley paby Ulery alte ge Ly tend Te Hl gy HE AEA VAT) eet SID ghey eet ue At Lagilele llonty stall pool g egte tts Enadly 3S sorely ee cota il) Canty Ugly ay ll A) Ral ab SLUT oY bE cette cy GUE leg GLa! Gis 3 V1AN/ ovy ei Sal gal ay he bce tll ce SBD SLL frolic Sy Ce pad! Cua pally pull Text 2 eM an fed whl cle Gants fo yd clan 2 see Gal St AB LS ope teins Quidb ] cho Figs fab de SLR gy Let JS led Goll gtli> Wet IS dy ctf uf aplet Bit OW om Jyg OG lee ef ol ph 2572 y La BBLS CS Late es 3 USA oe oy Cale wy LT uf saat RABY CAS AS AN Sy GLY ot pe ATG chey lly Leu ee AAS) Stebel A) Yyo 006 Goileely ae338 Lesson 24 May Hb O59 oo AS IS ue Lye Opie pal] JING faa ba Cede cle aT dg ed ey UNS oe A ST Se gli) LUN yado ce EY pall aS Ly Clin lass Seat pF US te CIT LUA okey cae peel ey Gogh yao Dy GL 3 CALS YS Wyeth paidley obetll G Mle eS ol AL lst Guaill g Gal of le Ge ol” am Sib Upahy Tey WeAd olla lame lis Sy URN ad gue lnm he al clot Le TIS opel OV, Maan) LIB, wl dy 0) ON pall pe pts OF ANS Ny ee Le by OL Sy ee Je BEL easly ol dl clel wogt Ly Oke Opry SELL ye pS DL Ls Uae Bae ye Ober L oie Us” oh op» Al oS bf af, fu Gis Lat, oy Qt Lass g Mea yo ogre ecgk Fy TL pill g Unb sy Na ype Bet IS oF Of AS ty Mele G jotly tert Ley 298 SI} cet lL oe 4 © SLaattly oO ehitty bles WY & Sylhet Je Sreod ABIL! Olgoly erly VY Gully 17 & Gell A SUly oF Syteall cael My gee flats Dus YA Slay antic ys Bball or IK Ed ee sal Se eli gat i ots Oy SS Exercises Li (Written homework) Translate the following sentences into Arabic He settled down in America. What was decided? Do you love her? We love you. Tove all of you. Why don’t you (sg.) love me? Why don’t you (pl.) love me? Tove that country. ras) LO Ope FadlLesson 24 339 Does this make you happy? This makes us very happy. How far does this region extend? Did you show him this shop? The students are considered to be diligent (students). This country is considered to be rich in oil. 12 Which countries, regions, seas, etc. border on Lebanon, Syria and Iraq? Use the verbal pattern 34 / 34, L3 Use the verbal pattern Ai / 343 (“to be considered”) to say whether the Arab countries you know are considered industrial or agricultural countries. L4 Form sentences using Cf / C>1/ Gof eS in which you refer to persons or things which you liked/loved or still like/love. LS The teacher explains the use of the phrase (if) bf Let 1 would like to (say)” and asks the students to practice it with the following sample sentences. The sentences have to be changed into the alternative tense. out abl gldsifiet < ub di slot we Se ST ghdgibeet < ly Ustoilet ails of et SG of et alpsiey of Lyf Bygdl Gs of Cot wt A! Las of CH Ala ne byes OF OSS Cre ll Wha Ge Sf of Caf pS pet G1 Repeat the rules of the construction of the imperative (L 8) and form the imperatives (sg. m. and f. and pl. m.) of the following verbs: CPST ah Op > the 055 co cto eet ees eel 1 SA cet340 Lesson 24 G2 Transform into the imperfect tense. wee Sl Stab! ye alla! odes oi Sel Pla L} Giall Sb o> Gah Na cle te oy Soul, Geel fa Seed eye geben! 3 OMI 3 IL Jes gett wtb Ue G3 Replace the following relative sentences by shortened relative sentences. cell tA Seal thd << y al a Sf Set gli takedl dan gl ae! ped I See GH bil oghdl \bb oF cll alas! sl yt pd C4 gil Odd) fle 3 ol 6 A LS geld gl de Da gpll Jt G4 (Written homework to practice the spelling of the Hamza) Translate: My friends, your friends, with our friends, beginning with the 1" August, the questions of the responsible ministers These things are unknown. He suggested something different (another thing). It is a custom to visit the archeological sites of the country. C1 Prepare a dialogue between a customer and a shop assistant based on Text 2. ‘Use the following phrases: IP gts Yee Me 1 sf egal all oS Daan 9S 1 pS SE | part toatl pi... due fed. oat of Se Broaden your knowledge about the names for garments with the help of the dictionary. The teacher explains the names of typical Arabic clothes.Lesson 24 341 C2 The teacher asks questions about the geography of the Arab world (mountains, deserts, rivers, neighbours, capitals, etc.) using a map or a sketch on. the blackboard. C3 The teacher explains the colloquial use of the perfect tense of ——DLrt—CsS<~Ss 15 “blond girls”, ‘The usual rules of agreement which apply to the attributive construction or to the equational sentence containing an adjectival predicate apply to their constructior the Mediterranean Casablanca (,)3 and Gy» are f.) the black market the car is blue / its colour is blue, it is blue344 Lesson 25 1.2. The pattem st can be formed out of many adjectives and out of some participles It expresses a degree of comparison which is called the Elative (, \.2# ). GA2 By “Elative” a degree of comparison is understood which expresses a particularly high degree of the respective quality. In English such words as “thoroughly honest” and “extremely well” can be understood as Elatives. The Arabic Elative is used for expressing: * an (intensified) positive, * the comparative, © the superlative. The Elative as an (intensified) positive 5 mm agit Metf ae “caf 443 Plural forms are rarely encountered. In an attributive use the Elative as a positive is nearly exclusively found in standard terms. As is the case with every adjective, there is concord with the superordinate noun. Great Britain al Ul, Asia Minor Seal Gl the big powers a of great importance es Lal 3 the Near East AY Sf the Middle East Papal the Far East ei ST minimum (= lowest limit) Sa if maximum (= utmost limit) ail Self the Middle Ages dae 5 sealLesson 25 345 The following Elatives near J far(-away)/ distant/remote aif middle, central Lf as well as left ‘aif right faa lower nen upper/higher a (all of them direction-related adjectives) and (an)other s of G at do not have a positive form or one which is rarely used or employed in a different sense. Here they are Elatives in form, it is true, but the Elative does not express a degree of comparison. Ina predicative use the Elative as a positive is rarely encountered: Allah is (very) great. Allah is omniscient, knows best. 1.2.2. The Elative as a comparative The form which exclusively occurs is: {si (also in conjunction with feminine or plural words). In an attributive use: definite or indefinite noun + following fit, a smaller number/quantity ‘gf sae the cheaper product Ll The preposition “4 “than” may follow: a cheaper product than the one I bought (g346 Lesson 25 Ina predicative use the Elative as a comparative is mostly followed by (¢ “than”: He is taller than I (am). et Ug kaif s She is more active than you. They are stronger than we (are). ee sit a ‘The preposition ‘4 may be missing if comparison is expressed in a different way: Tam tall, he is taller. USEF ey eb uf nett Opa @A4 The genitival construction (Jail + definite dual (or plural) or ‘Jil + affixed pronoun in a com- parative sense is rarc the older of the two the older of the two 1.2.3. The Elative as a superlative a The pattern which exclusively occurs is: {Laif (also in conjunction with feminine or plural words). If the Elative as a superlative occurs in a genitival use, and if an attributive construction is to be expressed, the following constructions are employed: a) {aif + indefinite noun in the singular the best student stl | b) Jj + definite noun in the plural the best student (= the best of the students) Ey tt or: the best students eel ae! ©) {Jai + affixed pronoun the best of them or: the best (pl.) of them In general the context will decide whether it is a singular or a pla eg. He is the best student. west Bt ee They are the best students. us ol sincerest greetings solsh alt one of the most beautiful citiesLesson 25 347 The construction of the ordinal numerals as the governing element of a genitive construction (ef. Lesson 16, 2) is similar to the construction mentioned under a): for the first time 9 the second (largest) industrial nation tee U5 38 ‘Thus also with ,2*! “last”: for the last time ey The Arabic Elative does not occur in a predicative position for the purpose of expressing an absolute superlative, A sentence like “These students are best.” is rendered by + Gs also possible ne nb oy (oot by PSE) sella 8 3 ith the example “they play best” is rendered by De Gs togl 1.3, The most frequent among these Elative constructions are the following: eyic) Beet ete Gor pa ie Gubl Oa = comparative He is taller than I (am). ee Ooh fail + indefinite singular = superlative the best student ib ist jail + definite plural = superlative the best student/ the best students Sil LSE 1.4. List of Elatives occurring frequently Elative pl. Elative 58, positive é ™. E m. (another ipl Ale = reali i first Ayo as af slow tir hi distant, far fat] asl348 Lesson 25 new beautiful, nice good, best modern good, best ab light sincere, frank c= we of near, close fe ols! cheap fast, quick low simple, plain bad ‘severe, violent, vehement right, correct, healthy, sound hard, difficult small; young long, large, big, tall good, best great, big, large ra | ke high; upper Je be expensive tichLesson25 349 excellent, best distant, extreme, Ki me utmost, far Ra Cr old near, close short, small (stature) small (quantity) strong big, large, old much, more friendly ‘active, hard- working clean important kel kt extensive, large, aeef a wide er oe" middle, central sn 1.5. Some phraseological expressions: at least at most to the last degree, extremely 7 ot to a very large extent A> Jal J} mostly oe if a above(-mentioned) Sef C5)350 Lesson 25 below, down eg above, up Ma 1.6. The word + “good, better, best” has a comparative or superlative meaning although it is not an lative in form: Prevention is better than cure. Dee if Prevention is the best cure. i) a. Su (lit. is the best means of cure) sal dle y a6 ff 2. Tamyiz (accusative of specification) and comparison 2.1. We refer to the accusative of an indefinite noun which expresses a modification, a specification (= jaca ) as Tamylz (accusative of specification). According to the rules of classical Arabic language the Tamyiz is used, above all, © with measurements, GAS Example: Le 2 €'53 “a cubit of cloth”. In this function it may be replaced by the preposi- tional phrase (y2 + definite noun - and thus it is also usual in MSA: ¢ 41 gy €153. © after the numerals 11-99 and for indicating the material. > “a ring made of silver, a silver ring”. Nowadays it is better to oy. Rai oye FL or (glad pale a ae 2.2. In MSA such constructions which are equivalent to prepositional phrases with “in” in English are considered Tamyiz-accusatives. lit di Nobody surpasses him in knowledge and cantar eo owledg stg, 3s EES 2.3. The main area in which the Tamyiz is applied is the comparison of adjectives which do not have an Elative. These are: * a) the adjectives which take the pattern (Jai! by nature * b)the participles (except the active participle, Form 1) and the form of intensity JUS © ©) the Nisbas (relative adjectives) # d)the adjectives which take the forms S945 and J 45, as well as some other adjectives.Lesson 25 351 In all. these cases the comparative and the superlative are formed by means of the Elative ‘st “more” + noun in the indefinite accusative. 551 may sometimes be replaced with Sf The difficulty for the non-native speaker consists in knowing which noun is to be used. In case of the participles, it is nearly always the corresponding infinitive which follows {51 or 4i/ In case of the Nisba adjectives and of the adjectives which take on the structure JU4, it is the feminine Misba which follows. If necessary, one can refer to the dictionary for help. The construction becomes definite by the article being placed in front of the Elative. a) | white whiter the whiter, whitest paper the whitest paper Constructions like Lats 354 &55F ie. ifa definite Elative follows the noun, primarily express a comparative. In cases of doubt, it must be decided on the basis of the context whether a superlative sense is meant. @A7 The noun used for comparison takes the form JUS (AU «2l'y) in case of yan and > p+, 2 (Plat cal pe a bon the form 453. (5')5, «37.2 eto, in case of the remaining adjectives of colour. b) | diligent agen more diligent fate ct the more, most diligent students tote 4 CS the most diligent student(s) fotgsel oils ist productive more productive the more, most productive equipment the most productive equipment352 Lesson 25 ©) | popular more popular the more, most popular men the most popular man, men d) | tired, weary more tired the most tired one of us or: the most tired ones of us 2.4. In the False Idafa we use the Elative of the adjective and, as in the examples a-d, the Tamyiz of the noun for comparison: widespread more widespread the more, most widespread goods the most widespread goods the most widespread ones of them (asl Goi @A8 Mauers are more complicated if the 1* term ofthe False 1dafu does not have an Elatve,asis for instance the case with ot) CL “obstinate, stubborn”. Ifthe comparative and the superlative are formed at all, we must construe them by means of 514+ noun + preposition 3: shi @ UNKe Sst. 28, One form of the reduction, of a concept is expressed by ‘if tess”. The construction is the same as with “st, UB less diligent fateh) Sf Vv petrochemical record, minutes IS sah barrel to cry (S& & to send so, sth. usefulness, profitability Spe plastic useless, in vain Sie Oph |e to prove, to establish sth. mosque we! re ee(sum) total, totality, the whole an plant, works, factory che om geological ee yor to define sth. (ibd) she tt share Pere dar to occupy sth, = > 2) Pa vol to excavate cy ers) eeelx sth, from ° fruitful, fertile to remember sth. + (Fie Fy perhaps ue place, rank Geo uy lead a) zine 8 to steal sth. from so, 8 9 cy Gry oy embassy fertilizer winter resort derivation (from) (4) OL GEM (also gram.) dais) ote, oil derivatives repair mineral giant separation, pl. differences i aoe really, in fact, actually 35 phosphate out 5 pots ae to guess, to estimate sth, © (18) 3 I Lesson 25 353 preface, lead consul sulphur; matches not only... Lael Lal] Gy .oe qelaond but also % J) eed st _ without more favourable (for) here: to lay sth. skillfal products: copper brass to build, werect sth, (fetay Lait rv crude oil expense(s), cost(s) at his expense tanker, transporter oil tanker joke, anecdote quick-witeed Se Oh ee Udall ory ye oa to escape from, to to escape from justice fullness, wealth, abundance provisional, temporary abs cp Ababa! sa.) t manpower, workers354 Lesson 25 Text 1 Apel! Ugly By dy wll OLULS! Ay AN ESS LI, AW sash g Gb LIK ag all OS oy» aS” ode ht Ca ce LVN oe AT sem Abs (oll dell yeaa hy tue fo yr ll eda OY > Gy all bis pw elev re Aa all Og ded cl pel leas i Lal OSS Iya ye tots! fee all ela] SLi 3 ods clit B48 Bell rey Go AY! OU! Y ents} wis 23 by a Bye SAM OLS Bye Lede pet dy all OS! G dor tl Sy BUST Uy say oll Gilad g Ut) cu Ledsall Vi de ayad g Labl trall J yall tlie ob G0 (yo eet Jyall Ga US ape dey pH Loa ay all OW a Y Cty She dy ey oye id! jlenl he ELAS yp Lol of dale Gel gh bad) otis Lat ly Ged pected Like o pile obits (pis ALIS, 2 Sey oy ally ES edi Bt Sy Bide alias sling BS yp by be Sey Goad! ball 8b ay) iley We WLS Clery pe eee Laat chin gill ch pte dle Yeah teeny ty pl OL gay Lie Raredall oly cl al ey Sah Le) Le Bp yt al lal et aby ALi dhy ole gly ploatly co pS ay all dale dap ll o Vd -Oolabi Text 2 a yt) Le Sgtow b Padi « Seng Sul bey rab ly Ba ee yy play jhth st BUMS ba Ue gue bly oye SpA be AY Jag gee ee LS ol HS pln Ops Sy Ft » ATS ee SL os Bebe SiS iyp SS Te AS te Stab oda Og Ope Gye yo cal dle dy pall Glad Gab ost ce Ub par cote Otel cee Ly UF $354dl G8Lesson 25 355 a CS Gala Mf clog cee wth ia ge Vo Jig blll dpeley Ai iy ply dy du la ATVY Ball py y Osis GAs 3 J5U UT Shey Cage Q gl LS Fala yy Jo 16 SI) IS pS) Soe] ae ULE eer Gi ety Oye gba UT PAS AS) pel Cee Us ye AS of aL Sy Se) 9B Sas J be Bd SY Biyy $5 edd Gtrcel op Lol Gad fo Byline fuaile oat 6lt of 8 15s oe ects aaely by di dele Gal ey bs ole} ast J Sp Uler J Op pbemey Gage teat LUIS y goby te pot Le Sot Ob Bast ity The aed) Gate JS de ws el Vey ited Gab ul ye WS ode ope GYT Gate dor gS SLLIIS SE ope yp OE oye & pill Min SUT G aba) yo BSG LI SA of ALS Jo leet uly eS olf dG BL BL ey dey QoL gs SS be dhe. tab SG eed) Up ab Spy CIS US ne he I ILS Seed SY esl aS Sul Sy Gm SN ree tb ody CF Le ELT glory pg Lae ag ly By} core pall hill ay $gsB> ae JS bey sill fast omy the Fl Gs Jo em sab i sub356 Lesson 25 Exercises: Li Answer the questions by means of numeral. HAST Ve oe AST Se coe AS Vee oe if sce yf on 21 or gy it and the following < Sp OS due fp © ~~ Sere Sg th Las 0S SES lle Abdi US 5 COW yj Lah Soll Le op Sue oS FU go ol bye lis My pS) AAU pb Lee 9ST dee Soe gblt gle oS le yul Sed eB GSd pet oF de FS 3 Jes OS tele $b edu G phi ide ot Fey pl dae oS faet Ula, pS fab iol, Ls Ges CS CL pam Lent 0S L2 Form equational and verbal sentences using the adjectives which denote colors. wel Sle Cpl © wil Ats ols! Lf © 13 (Homework) Lear the Elatives of this lesson by heart, and form at least ten sentences in which you use the adjectives denoting the physical and personal characteristics of a person (deaf, blind, dumb, etc.). Look up similar Blatives in the dictionary.Lesson 25 357 LA (Repetition) Find out the Form which the following infinitives were derived from, and then form equational sentences with an Elative in accordance with the given sample sentence. pal Ela EUS < pga gloria < gl © Cleelin BSL colvashl Chal ogee Sat ¢ felt GUast chal jo Sh fer cb pole hatin (er pal nt tell (omens hal a aia ona eng ASI Le shar Hiylne Ble CIA Shield ced G59 yh Gyles Olan L5 The teacher explains the meaning of the following sayings and proverbs containing Elatives and the students try to find out their English eqivalents. dog JFL IS pe sl glew gf get ne hia the BEF ogy Hue ST Opt co yb eel stick) lar cone 4 ee (eye of ancedle) 324! 35> ce Geol wpadl abe gl . (feather) 22 JI ye Last pS OLAS | ad) 2d Gd (one-eyed) 5°) .GBU (ignorant) Jae gy so ple (dumb) +l Leeds 9 mectll lle (sas! so peel Cli ged y clon Cn theval whee Ctl ne pbs op pol (GAT <) (ab aye Cond G1 Transform the following sentences in such a way that the Elative becomes a part of the comparative predicate. 25h fai US 5 jgor\l ode By ONLI obs oakor & yi) Mae dss Vie gb AUN ode igs deeLd! ode 10 ght all oY pe 2a @ all ole BS Ryall ole os gb for J de SLE Gh ll 2. Replace the adjective with the Elative with a superlative meaning. () ede ts ole ASME Laws cy peti Ty re pS 24e slr Vim aad bp pM Mie des pe Ol Ua ode SLA o bike LIS U5 thle Ue CE pt epee ip AI Me thigh IG day Bl ode eg gl Ste hae Lie) ode dade Bile Goel Gad selib Gobel ae tb iy BAI ode Hur OT ots A lee 3. Form sentences with a comparative Elative followed by a p& cp / Le pb sy. Vs pith eal Me Bt a se te) CII Me et sy peli Le SLA! Ape ald! eke AG AA M ods ile LSU ole teatl cob abd) Sia ALG iF Capel joge dhinte “heme UR AM adn a> (SLE 3 yor sll wpa) Spb! Ie pico yell ole ide UeLeadl oe 3S dank Gly 3 4, Replace the adjective with a superlative. Eile dado ple adda 10 ylgist af add > SLA obs agg gotlenll bbe ole Shinn DSA obey ygte Gad JI OWS dart Aiba ole qe goles YI Btsas Lol all 5, Translate into Arabic. A number of Arab countries occupy an outstanding rank in the world economy because of their oil resources. Their share in the total oil reserves of the world is more than two thirds. The production costs in the Arab world are much lower, and that is why this industry is much more productive than in other countries. The Arab oil-producing countries have the greatest influence over OPEC. They don’t only sell crude oil, but also oil-derivatives of different kinds, e.g. plastic products, petrol, fertilizers, etc. Many countries have modern ports and giant oil tankers, modem refineries and a large net of pipelines. In the field of the production of phosphate, Morocco and Tunisia are of greatest importance in the world’s production. Besides that, there are mineral resources such as copper, lead, zinc and sulphur.] Lesson 26 Og pdally ooladt (will 1. Conditional Sentences (Ai',45! asf Sentences in which a condition is mentioned, i.e. facts, the existence or execution of which is the precondition for the existence or execution of other facts, are referred to as conditional sentences. The construction of the conditional Led sentence consists of the conditional clause proper = conditional (protasis ped) and of the result clause (apodosis ';.!") as the logical consequence of the condition, In English, conditional sentences are mostly introduced by the conjunction “if”, A1 Some sentences have the structure of conditional sentences in form, it is true, but they lack the logical-causal relation between the condition and the consequence. In the sentence “if this news is true, the delegation left Cairo yesterday", the truth of the news is not a precondition for the departure of the delegation, and therefore, the latter is not a consequence of the truth of the news formulated in the conditional either. The logical solution would, for instance, read: “if this news is true, this confirms that the delegation ...”. Accordingly, in some sentences the result clause only formally belongs to the conditional period. The following representations about grammar do not give special attention to the sentences “which have a logical break”. 1.1. The real conditional sentence In the real conditional sentenc + the condition is regarded as actually given or as possible with respect to its feasibility. L141. The most common Arabic conjunction employed for introducing such a conditional sentence is '5] “if”. 1.1.1.1. The construction is as follows: (Ja8 stands for the perfect tense, ‘led for the imperfect tense) English ‘Arabic conditional result clause result clause conditional a) present present hs b) present present c) present perfect d) present future c) present future 6 present imperativeLesson 26 363 Accordingly, the Arabic perfect tense always has a present function in these conditional sentences. a) | If you give methe Arabic ~ ch 4) 4h? 2h book, I will give you the CUS LH Cal French book. b) [~ 7 se ©) | If this news is true, the delegation left Cairo yesterday. ® if this news is true, the delegation will leave Cairo tomorrow. ee ®) [If you meet them, inform them immediately. 1.1.1.2, The perfect, tense (53) following 13} may also be replaced by OS + imperfect tense (/{x4/ Ol), Its actual function as present tense is preserved. This construction particularly occurs with modal auxiliary verbs. erie te Zepe 22h If you want to travel tomorrow, discuss YOU IW LG Ol AL 5 GS I (the matter) with the director. ie 1.1.1.3, OLS following 13], with an actual function as present tense, is also employed in the nominal conditional. If Mubammad is present, I will ask him. WB a te Soe 13) 1.1.1.4. G, if employed for the purpose of introducing a result clause, precedes {4,45 and {3 as well as equational sentences. This is in addition to its preceding (» and —>',.. and the imperative: AS 13} as wt If the car is there, we will wavel *, ty -_3%). 2 FC : he jell immediately, of course. (lit: it is etal a bo Ble natural that we ...) Ais If I complete my work by Sunday! 13 354) will have discharged my duty. If you visit it once, you will never forget it.364 Lesson 26 1.1.1.5. The result clause_may also be a verbal clause preceded by | + subject, which is also preceded by 3 in that case. I you give me the Arabic book, Twill GLAS 33. iah Cush hst 1 give you the French book. cebas 1.1.1.6. Negation: The perfect tense following !5) is replaced by j + jussive. The result clause is negated either by 4 + jussive or by ¥ ty would (not) have arrived in Cairo at 6 o'clock. If Muhammad had not come to me yesterday, I would not have been & si able to give him the book.368 Lesson 26 12.7. 45 followed by ¥(= Y's) without a verb means “if it were not or had not been for ...”. TF ithad not been for Maammad "him, “5 T would not have completed the work; if it were not for Muhammad / him, I would not complete the work. TRON BAYS 1.3, The concessive clause . . The two conjunctions Sj and ‘“y! - being preceded by 9 (= S15 <5!) - are also used for forming concessive clauses, and are equivalent to the English conjunctions “eyen if, even though, although”. ‘ “5; may be preceded by > even” (= sly >) “even if”. The above-mentioned rules applying to the construction of the clause introduced by 5{ or respectively, apply here as well. The main clause precedes the subordinate clause. I will not accomplish the work, Le \1 Le by aah jal Yo even if I work 16 hours every day. eis SD A int Oe ee ie Be I will not accomplish the work, even if I work 16 hours every day. T will complete the work, even if tal fyi), ka wile nobody helps me. wie diel ¢ Oly Seal oe! T will complete the work evenif “a? ut] dye) Led ile nobody helps me. ten dy a) Pal ae! _3) ymay also emphasize a negated statement. English equivalent: “not (even) a single”: He has not given me (any money),and foe th yy bd had it only been one dinar =he has not “M29 L422 sy (228) shed | given me a single dinar. iG I will not ask him for a single book. Tay Gus iy de CLP rere 4A5 When ) isnot directly followed by avverb, however, J... Ifthe answer were known I would have known ie she ware from here I would not have invited her.Vv to make sth. sao (isdy dedi VI out of sth. if 13), rabbit Bu Ue sf lion apf alte al faithful, loyal, devoted dul cot if / even though, although dy / ducks (colt) as owls (coll) ep fox to occur funeral procession anny even if, free freedom, liberty tokeepsth 2O¢ wisdom, saying, aphorism 6S ¢ ud laudable, commendable da donkey ah Eee stupid, silly, dumb 3 (9) Gt ot ct J yo (J) <5) Ob vivid, alive, living stale (S contradiction, violation = SL x Ws horse Coll) Sx © ee tireless, enduring wid (coll) Mus & ays Jo Corky alo oc e (Sk) S31 worm, maggot to be about to remind so. Lesson 26 369 ofsso., sth, herdsman, shepherd, guardian Sle}, @ gl brave Obert Gamat og Ele provided Of aly lbs e el b, ‘ie (that) (islam,) ‘aw, Shari’a BL o &, Td Jaw of the jungle ld! dy patient, enduring Fe Cee majesty WG Cole to behave Cen av to hunt sth. » Chey bev hunting oe hunter Ogg ake cook ose cob to apply a os os 1 absolute ght bird (colt) 3% zs expression for, to consist of gst SLE lover BE Wy ce ee sparrow; small bird ilar ¢ ype’ bone plas & ad mentality ol ¢ thc in case, provided that of le stubborn, pigheaded, solid. tse good swimmer gazelle to be or to become angry or farious at booty; loot; prey be ¢ ene forest, jungle (oll) QE mouse oll) 1,3 ¢ 6370 Lesson 26 to be spoiled, to go off (An) 4.5] to shake os. (a ant y to-explain, tocomment on» (- a) 3 dead, lifeless oy wwipl eek elephant J33 ala al de mosquito, midge (coll,) (peel s ev yal monkey ao} oy to bark any oe to share sth, > (sh) (BVI bee coi) # division, sharing (out) disputing, refusal ole ei (tom)cat oe y hg ee He half of it rarely, hardly, seldom : | equivalent (interj,) Let us go to .. saying dite J torresist, to withstand sth.» (# a 7 CK & to tun to so. Ep ov to be ale a 7 _ numerous C . CC ay @ thers me ey 3 characteristic aoa ie dine if _ . os (| i mpudence, impertinenoe bby tobe like sth,tobe = (lu) bm . hy eee equivalent to sth. totrustinGod a! de (JS 32) JS FV proverb dul jee Text 1 Hy yall Gat BOL g dt tab hy pl Uy aaah OLY ae g Ube yp Gal J Ly yt Gal Lal Gg Lb 24 Ub ty ott d= a gl PSAs DESI, Js LN gy J ery pt ope Gyal La dy Sige oN Jee ISILS el fe bel ey Agel oil I, lal pe Ges DIS di ~ LUIS Ged = ab yh — LAW syne - SLIT gle obilyhl ge Lake glyil 53 Gb Sb oll J Van ee Gh bey Ty pSY! BL W sus ol4| of Le pats lat Gal bath Oe 3 Bet de Be on set ttl Bahar lye Lad onl idle Cf cgay 2 a Nasty oY SI ej}Text 2 Lesson 26 371 ode Sos ptes dee he ul etl Spe ey ed oly el uf BEY erbes oe pet psd Lay 38 Cally BaF BjLt le gabe) se bel ow et Oe IS spd Hlaly ea ISI hy Mh LS Y ety wh LL we! NYS oye tt hy yall ye EY Ba 39 Syity Ola Cal, al US Le pe degli 3 OI 5S bas ft ae Baw gall eS a ygte od Abi piel err—~—~—~—~—~—~—~—C—C—C—C—C—C—C—C—C—C*“C“*é*=éeEE (5 ye3 ay Sell pe hey dat Loy le ye Cae LM) Cas rybrb ot gh OU at Cnt PB paw Ga wi] DI Coe seh Yl eS ee cpt gyal Goby ff Lub 2 aptal tall Lag JS Chadd dior UT yay Wb y B plyf aalbe sf wee le hid plat Je arbi ul ul GOV Aas Lat be YEU Ot le rt ej FT yy Gib sly pad) nae Fadel acl sh IDE Gombe Udy All ALS oka ya HBL Sy tle Lad A glee UU Uy Lael Lael ect gad ALI a re we cb phe | Sys tos cO3] fas BL all Ligg Sed HL deal Cl Of tLe Leal SI be372 Lesson 26 Shpb Otay Lardy oA oS Nhs et eo LG a St el cle dy Aa SF pull 5 Oe Laney Shey Gl ge Sle Ew) UT cll dy eyll the Sb sue Abi del gabe gp tte ah 4 Sst of ULI Cote b ipee} tel Haga pelt Se tly Shey st pld LS ae tel sey Buty is a, re disk ipa Sof oly GY os a8 Ga i ob OL LS LE ay Exercises: Li Answer the question... Ser cA | Add fo with the 3f Gps using different conditions, e.g.: if [have the time by sue OIF IB) if] finish the work ool eegit 13. if feel well eS We if the weather is fine See (nile! OS 13) 12 (Homework) Translate into Arabic. I didn’t visit him; not even a single time. 1 wasn’t there; not even a single time. wasn’t there; not even a single hour. 1 wasn’t there; not even a single day. I didn’t see anyone; not even a single person. I didn’t give him a single book. I didn’t offer him a single glass. I didn’t meet anyone there; not even a single friend. I didn’t read a single book. He was unable to answer anything; not even a single question. L3 Try to find out the English equivalents of the following proverbs and sayings. 044 (to feed so.) 4a (thief) Gl» thy! 13] tl) CLE om al CLAY ca pt 13) oul ded Opell S13] ccablet) ule (angels) SOW & p2> 134Lesson 26 373 blame) ¢ sl JB p 9) AS 13) wth ga} 4 (healing) slic Jp 13) ah AME Ci pie LIT Obs be Ope LSU co aS Clin Cat OL Baty 53 y (rope) LS cab J PN elgg clad! calb J A ot nat calb sgh alb be (perhaps) gent s3iy Bg Ley 5 J ache) eds WY) Goel VS (potter) JAN ple LS YS -Gylall Gv & (here: receiver of stolen goods) 8h! Y yt 29S gh Le (do joiner’s work) 4 St oy 3) (braying of the donkey) 3g) L 33 L LAI so J (grave, tomb) pi) oy gl es sca) Jled LM YS a8 GL, calb J G1 Form real conditional sentences as follows: clad US UF ebb US caf le a) Ifyou do this, I will also do it. | Ifyou buy this, we will also oa oF 5 a ol pth | Use in addition to ,J+3 and (s 7-4! the following verbs ett ot ASST gopto gle lb and add an object or a prepositional phrase. G2 Same as G1 but this time begin the result clause with 5{3 + personal pronoun + imperfect tense. Vjubl cdoef cole ad «dle Last as Jail gob ws Gs | > clad AUS os pl ssid WUS Capel la}374 Lesson 26 G3 Transform the following sentences into unreal conditional sentences introduced by 3. thd! cae US a pl ale Sf cad wis Jail of hed oo tS ace cole Wd a) coer AUS eye As LU o> ws LU om po wt che The following conditions should be used: If Thad the time; if Vhe were there, if I had the money; if I had finished the work; if he were diligent. 2 Gee CIT SNS Opal © EUS ca pel oydi gue aS Jf © AUS Cape opti Gas GIT Js) © G4 Negate the conditional and the result clause. ). cbse y JUS US as Wty EUS Lid gly (Qo) LUE fas ) Jarl gol © de V1 asl deal ool. at fal by Sue dy suf dee at pire! bat Y Wid) aol Ste AUS ail es Lal age tela del gel ¥ Gy Dose blll tay py Opry eet OL) dad ode Je wha eb sl (0%) Gslsel sbi exe She SI Spell (05%) ells Jy C1 Read the following anecdote and retell it. pAb) dino yor We of by Jo oti Sab S389 pt SI te ll Stl NH Lage ey tal AS g Us Le GS the BS tel ey Spey Seal i SN ne AVS co pid JB) conte Gai de BEd Uta thal Je date eet at ul dye sol Hal chet Uy Leib BSS yi, d Shab God He SN ne 2 Prepare a fable or a joke in Arabic in which animals play a role.376 Lesson 26 Final exercise: 1. Translate into Arabic. If the lion sleeps, the fox becomes courageous. He didn’t buy a single book. If the booty is small, the discussion about sharing it is long. Too many cooks spoil the broth. He could not answer a single question. I will write you a letter when I arrive in Damascus. If you do this, I will never visit you’ again. If I had the money, I would travel to Cairo. If you sell me the Arabic dictionary, I'll give you $50 and the English dictionary. If the weather is not fine, we'll take the train. If you don’t learn the new words, you can neither read nor translate the texts. We'll try to finish the work even if nobody supports us. Had you come in time, we would have offered you coffee and vegetables. Were you as enduring as a camel, you would have written all the words. 2. Give the names of the animals in Arabic. gazelle, rabbit, owl, mouse, cat, sparrow, duck, monkey, dog, donkey, bird, mosquito, elephant, snake, worm, cow 3. Replace conjunction + verb with preposition + infinitive. Sh hey Of be | Lad Sp peed of ee / Gell 9 of ae / Ld) oe of ae see FS / ad oly of 5 / WL OK of 5 | bull oy of fs / Sle Tegel yp tily of JS / agit le aad of Jo / pall glad of Js / otige | New! Joy go | eri f dee | 35 cull of dee / 29h) gal of Le dash le > 4. Give the Arabic infinitives. consultation, development, return, tension, opening, reception, proposal, improvement, satisfaction, closing, exception, increasing, continuation, innovation, certification, preparation, competition, wrestling, boxing, examination, success, meeting, lecture, study, qualification, exchange, education, cooperation, economy, discussion, extension, signature, specialization, checking, oriental studies, apology, registration, foundation, presenceLesson 27 1. Exceptives (gully Exceptive sentences in Arabic are sentences in which a mostly negative statement relating to the subject, object or predicate is restricted. 11.9} The most common Arabic exceptive particle is Y| (< Y O)). The English translation is “except for/that, but” or “only”. 1.1.1. In the negative exceptive the noun excepted by Y] takes on the same case as the restricted noun: No Arab friends attended the event ; ent ear except the Egyptian students; of the Js ale . is Arab friends only the Egyptian students ads. joy came (it.: did not come ... but ...). a a The nominative follows 9), because the restricted noun (claw), also, as a subject of 2% , takes on the nominative. I do not fear anything but hot rs Ge ¥ at 6h, Gely weather; I only fear hot weather. bah The word ,~il, which follows the exceptive particle YJ, takes on the genitive, being subordinated to the preposition .—», which does not need to be repeated. 1.1.2. Quite often, the restricted nouns are not mentioned at all. The excepted noun is the logical complement to the whole sentence, which makes it understandable. Only the Egyptian students attendedthe 20 A ibn ach Jabs event (it; didnot attend the event but .), C2720) HRN lee peo The nominative follows Y\; the government of -24 affects the logical complement Wall, ort I will only buy the two Arabic books. oil oats YW ef fy378 ~Lesson 27 The accusative follows Y}; the government of sj! affects the logical complement (yi, Tam only afraid of the hot weather. Sh gril lh The government of +L» by means of : is preserved and affects the logical complement , ia), ‘Y), in conjunction with the negation \ and the following pronoun ;<4/'s4, also occurs in a nominal construction with a phraseological value. These words are only (= nothing but) y1 3 ease bbe IK ode an expression of his fear. 1.1.3. A pronoun, a prepositional phrase or a whole clause may also follow Y}, instead of a noun. 1.1.3.1. Pronoun Only he knows that. Dl 1.1.3.2, Prepositional phrase We are only superior to them because of our knowledge. ‘There are contacts with them only 224 xtol a VW = ay within narrowest limits. caouibed EIS eNLal Y oo WY 1+ temporal prepositional phrase is equivalent to the English “only, not until”: He returned only after 2 days. He returned only after two hours. 1.1.3.3, Clauses a) Objective clause Tonly want to say ... Ost of alfy b) Conditional clause You will only complete the work if (3! d 45 che iy Yy dea 4s you work more than 12 hours every ‘eeLesson27 379 c) Temporal clause He did not inform them about his illness until he had (already) overcome it. We were not informed of this visit until the delegation arrived in the capital city, A restrictive construction with Y| is also possible with other types of subordinate clauses. 1.1.4. The positive exceptive is less common. The excepted noun takes the accusative here - the construction is translated into English by “except, but”. ‘All but Muhammad came. eK pean oe (lit.: All came except Muhammad:) Wares Yh vas oe and 25m" and 25+ “only, merely, solely” are also used instead of YJ... CY). 243, unlike Y\, does not except anything from a general statement; but, as an emphasizing particle, it particularly stresses the statement of a comparatively small quantity, number, period or distance: has ot 326 “only 10 days”, Laas ju gl 5” i» “only 100 km”, be tase Opes aol “only 21 persons” etc. 3 See takes the construct state and precedes nouns, which are mostly indefinite; if the construction is part of a prepositional phrase, the preposition precedes it: With only a letter, we received the papers, / One letter was enough to get the papers. In many dialects, “bass” is used instead of Lis, 1.3, Other exceptive particles Other exceptive particles not as common as y are: in the negative exceptive, Sy and 5.5. They are generally followed by the genitive BL, Only the Syrian friends stayed. dag 60051 B= Ei ‘Only Muhammad helped me. ee & gue380 Lesson 27 and 134 «Ae U or Ae ta,3 for the positive exception. They are followed by cither the genitive or the accusative. All but the Lebanese delegation left the city. 14.01 6 of Yt or S22 followed by Sf serve the purpose of linking a clause with an adversative clause. The English equivalents are: “however, but, nevertheless, ... (al)though, yet”. The French Minister of Defence has { *; “713 °¢3 ¢ LH 34 3 actually met with the Israelis "72 POS soil OH 5 OL responsible; however, the resolution 3 5 f Sy ota yi og yp tah of the French” government conceming the embargo on the delivery of Mirage planes. still stands. But the speaker refused to mention any details. dar Sf 5 and Of (Ae , which introduce clauses as well, are comparable to Of Yj and St pé. They are translated by “however, but” et. just as those are. 2, Diminutives (y24!) The first consonant of the noun is vocalized by Damma, and the second one by Fatha and the following (s° (tai! sl), for expressing diminution. The following patterns a.o. result from this: slave ab< ae pen B< 5 bag wah < dat moment, instant wd< aadLesson27 381 2.2. Quadriliteral nouns: “() scorpion wie little river, creek jie dirhem me 2.3. Nouns of the structure (Je : companion whe student asl 2.4, Nouns of the structures (lad, 93 and ‘had: ‘Us book Ss < ols old man/woman eS noble, noble-minded ne< ms beautiful, handsome (ho < het 2.5. Nouns with a long vowel in front of the last radical: ‘lesiab box Syne key aes ce 2.6, Nouns of the structures “(3) Jaz and "(8) elit: “(6) Jatit library WS < Fire lecture 3 pols aa the diinutves off cel ean fare tacad oF At ana Vv historian Ox C5S | incense ope origin deel eet] to stand out + Ge) Sx originally (adv.) eI to compete 2 Ge) GE VI except; but Y} | complete, total, absolute au author o+e¢ BH | quant eee god, deity agi] c oY} mentioned ae chief of protocol old nd wide — procession, column des refusal ‘fig.: Good luck and many children! wedding, marriage 3G; to sound the horn Ob 20 time, period oust ce to (begin) to flourish (83"2) 25] VIII flourishing poy wedding, marriage elas happy ghia coe to get sth. as (de) oe vil cuneiform & hata UKaz market (near Mecea) SE nd rite Bed & oe poet tae ce witness oye c dale honeymoon el Ae beauty parlor cept) Olle to become sth. > Ue) se putting in order, arranging dhe character ee straight forward, nonstop (collog,) J yb a wedding, marriage we bride vse (bride)groom ws (deeply) rooted, ancient oe invited (collog.) ¢ 3x greatness inks ol abe confession, denomination Mle ¢ 3436 confessional, denominational wie tobe connected with (lax) Gl V lessons, doctrines nec Jo Gas) oteiv marriage contract to restore, to give sth. back normally bale sinking (in), to be drowned young man way, road, street from everywhere wedding dress useful report relative judge rule, regulations chargé d'affaires to keep to sth, to belong to a written religion so and so much/many to reveal sth,Lesson 27 383 cake 245 | sculpture; inscription a sii zi church CALS ¢ HLS | 10 grow, to develop Gry & that’s why, therefore 1/53] to eave, toemigrate — -» (>a) pe fame, glory 32 | emigrant oe le dimensions, extent G4} existence ae) exercise Bk © oF | he/she alone; ads / Say machine Lr oy bridal money 29 & | subjectmatter sme Gly c OPH ~ to be paid before Pax 4+| to come (to) 3) Ce iy ~to be paid after fe | client Se to define st ce 9 5s | (cea guartion Ashe Qs Text 1 asl y : lant Llp Leif cis. Bashy _diy lays Liae dé WBeapobleytstye lan ip HIELS ol Bplay se Sybaraes Jods seth si oh 3 food tally tose, agebjey Deeded I Seley teped 55 Sipeay Set Y. otha IS GNI dapat nae Wy ety Jor IN Sed sels gb toe te gle gegeayl ela ld, ANAM iLL LUbiarie — gleLasoy hots lee sedis Labial 5 t_tl Slept Ly igh plotedicnLegiallelldlilel gill gsbaiily384 Lesson 27 seplpoae yp Salleinweaasl EY alley Aes ela «gli eae LN LU atl pottlyslt dS od oy pall tas aylabinde pli burell _pSMaid_ by pts sees AL) spall gellclal Je blihl decarle edhe je peldlogtl pe I fo sal in iy pis papapslilabloletil. god 301 sh tp Saat Lada LEE 5IAS_SUihy deplighlo sy Slay ye rem gble_3 iyhlob_3 syieLatastth 36 EI p_ SO SpLatwttlelb oy AS aK poh ARES Kay Sladen ela 31S tal Sse spl Lis pI pleases olbes eK _y telnet! Text 2 cll oe CC GUL BS gH Ul Sul tee AY (ae sey nA et SL ew OS y daly ee GL oe Lees fae teal ON cle cal) tae woh de dy Ay OGL SS eM all SB LS Gee of chy ost Gj Ma oT te clas jb eaLesson 27 Sot eat dh Ogle BAST sf sel. TL wy lt LE US Sy ll ce J: eT Sh rll Otnd dently c LST rel Saal jlo B sf ela Lf Sher, clas pe Sy ede WIS Lay Aily tals j yates Emad Techy gl Jo OL wl tie pay te -¢hl Fol all aie ue Sly ISLey ee ho Bgl S pedi Hey MAS Sadly Ugh ses IE she Le pny Say BAS do US Ube 44g IS nee ae BV LS cle yy SAN pall cle thelyy etal, cule ley sping Abe I Le calpes tens Sle nb Sora cor Clap Malet ald 598 Jo Bo Elgg pL be 5 Ay LL as Y Vy 558V Vy halen pb Ih Seladly Jory! oy bree Vi alli GB jyt fo wel sil odigy JES Y Goll OLS vam ¢ gdh AF eS V hel: Seamed der clas Wad pyre PV bad Lb aS, wy) a Boley OILY) Cnr YIM FAL) 9 oy all Jaf Ly whee Chys sf osdly edhe JB of Sey epee Ses iy Bal Sob gall ola le 3 Saf uf Byay wll yj tlie parle oe let Bi ban HY chat ¥ lel A ; TLV Go Hue fe sab Ge ese Sy MEAN Ge Ge ad oY: 385386 Lesson 27 Exercises: Li (Repetition: Yj to specify the time) Add a time to the following sentences using the particle ‘Y\. ~ < Bb Lisl sy eee! IY AW LI GBI eet © 12 Translate into English. OSM 6 Me Leg OS Hula Of gael - aalee | 13 Transform the nouns 1 Ald) ob JI je ve bg oe abl Guat oe eld pee 1K She las LW! hit aad) oil 5 Aa Ley teil Joy lotus... call on gal Ee ER ee + Opdldy 3 pl 7 ald 3 eb we Geenll Ole B yall abe olen Y inlee y= f sasty Wy poles! asi ei - va Lal ceil col ab Mey GY all oS - in Text 2 - if possible and useful - into the diminutive. Try to form diminutives of the names of your friends and fellow students. LA (Repetition) Answer the questions using ¢ 2ST or: (bt and a following numeral. sol) ep ST gee < Be ES due fp © AST Vee oe Sl sue sf © Spel eggelt le ES Le pel 6 Seal Min G ySod jot pS beLesson 27 387 SS g fees OS tele 9S Sai ike GO hl We ots fe Fog ptl ted 6S SoS Ul SF thai fant, Lt Gas bt je fala aoe boS Seared JF taal Lays oF $a cole Ald! EUS 5 fa SOW o> yj Mb oS Se sall ethene 6 $M ue OL Lye ULS oT Fag ll Ba yd ee pS Lee LS (Homework) Place cards must be printed for a diplomatic reception, Write the following list of the guests in Arabic for the printing office and complete the list by adding the names of further diplomatic and political personalities. prime minister, minister of foreign affairs, minister of the interior, minister of agriculture, minister of labour, minister of defense, chairman of the committee for foreign affairs, ambassador of Russia, chargé d'affaires of the Canadian embassy, president of the democratic party, general secretary of the national party, chief of protocol ... L6 (Repetition) Replace the adjective by +51 + noun and add the phrase in brackets. wg ble! SToit < (Ades ct we (45 2) taball 5) tex 4 a) dibil <5) ols uf (SAMI glad 5) oyete gel US (WaLe mila op) duces Sli nial} (SAM ISU Ge on) Bin URAL ole Ges 1 OLS called oa) Og Ale OyStibl O gL (oS cele oo) gat pele Ls Cb Spe) Babi yo call O3Le ) Opes at388 Lesson 27 (Redd! SLD hh sleal oy) (sa ead G1 Transform into exceptive sentences. eM sed < we YY sey < veyed BLE ft d < Bald Bd! SOI Lal Gee poles gl Le tcl © wee egal Be CL pS Ey Ghee ae ddd Oly tbl oe Col gill oy _ — esl eel hl ol Lasu flaw opal ge atdly OWI af Logg Sb Sey Ophea Nl by Ogi std eet! Ash g Apt bho Mold cL en G2 Transform the conditional sentences in such a way that they take on the character of exceptive sentences. wcBy gale OWS 1] YY Sa eel Y < tl scent cy gun als WH] SN spa oyd sae CIS 13) Ble Sp eat Joi iil 13) a gSk pp Sham pill OWS 13) Heal yal ¢ JULI J Sab Lage oS 134 sadtteg plule lle bop |) yal 5,5 LSI ihe Of 15) AA gon gh Of polars Bayh! SLL abe 153 vet AS bel oy all OS eee! 131Lesson 27 389 wth) egal Jarl) cogil 13] _ FS ag Uf Apel Fs g oof eS ptt 15 eal gle pgallel of oye othe EL 1] G3 Combine the follwing clauses in such a way that the second clause becomes a temporal clause introduced by xe. By means of negating the main clause preceded by YI, this temporal clause should take on the character of an exceptive clause. < Sue pill Ol cay)“ < Meee dla OI Laue 5 JU) cull 7 Som nilall OF Laue Vy 5 sll! glk 2 unl Gol Ltee ele Dox cp sag! ale dade ge oat oly 2 gil) cuakul Sus Spoil Uphtele Cpls Yo Whol Ua Lal ous col Jas 12s Jaf U3 We Gab coped ee Cath eee byel ius yy etal yak pee UL AL 3 OS pater sue Qe of ox Seu JS LUT ps I yole Bla SS G4 Restrict the subject/object of the following sentences by means of an exception. The exception should consist of the singular of the given noun and ely] Bamly, tay ae Y bedi IS oe wxl): Ls + masculine Elative in the accusative + noun in the accusative. How beautiful this city is! How difficult the tasks are! 46 Mind the “slight” difference with respect to the vowel signs and in the meaning with respect to the interrogative sentence: What/which ones are the most difficult tasks? Cf also the anecdote in Text 1 of this Lesson, ‘The noun takes on the nominative without an article and without any nunation after the vocative particle Woe U “oh Muhammad”, sf “oh father”); however, it takes on the accusative, if a genitive or a personal pronoun follows it, “hae ie. if the noun takes on the construct state: UL! U “oh our father”. 3.8. Accusative with numerals and with »S” The indefinite accusative singular follows the numerals 11 to 99 and the interrogative adverb »S “how much/how many”:400 Lesson 28 how many persons? Gras 24 (male) students and 14 (female) students Vey Wb ve 3.9. General negation Form: Y + noun taking on the accusative without having an article and without having any nunation: without doubt, doubtless, undoubtedly (3) UY There is nothing new under the sun. vpenell ES Suoe Y 3.10. Accusative in the execeptive In the affirmative exceptive the noun takes the accusative after Y): All but Muhammad came,/(They) all came except eei eb aee Muhammad. et Vy pl 2 (Cf. L 27 1.1.1. and 1.1.4.) 3.11. Prepositions in the accusative Many prepositions are nouns and have the form of an accusative: after es in accordance with, according to J ly Gy on the basis of, by virtue of, on the strength of, according to ety Vv tobring, togivesth, §— > (38) ST IV| to urinate sp dh to study under, to lear from so, yf Ll} here: chetorie ole oy togivesth asolid = (Keg) elit] those who follow them pb oss foundation: : : 1 4+ | toexcept sth, cya 0 6 (cgtin) teal X principle sale © be! so, from i : y on principle fal E> | toendowso, with cle » Otor {hy Je to explain sth. to so. (le (day) Law| jussive eel yes, certainly, sure ish | to make so. do sth. » 8 (er {let oor daughter (dimin) £2} t0 make efforts, Cabal) dole here: chapter isthe ob to try hardon the road to Jibad to bum sth, = GAS opi sense; perception Aree come according to J tobe able to do sth. © Cadel) coaeliv ina good manner entitled (Blat. of Ge8~) G1 dh allowed, legitimate jewelry Sie to bear, tostandsth, + (fanny JZ V Pregnant bee @ ee to be embarrassed Cex) cAV here: pronunciation Beece to add an i; genitive aah! to create sth, = Gy oe evidence As co Ja 7 Ate May God have mercy upon le a1 4) him. to add an x; nominative; indicative a3. 5 hot ground slaty purification Sp rein; here: means todecide %j1 ¢ ¢laj preceding oo the merit of being the first = Geel! [tas shoot, seed ol z ant. In the name of God, the ea Bi es merciful, the compassionate, $2 4 3 ee. i from whom we ask for help, invective ' violence, fierceness honor Lesson 28 401 a by sunrise the early period of Islam ¢bw'Yh who to pray (he) en to fast (ea) phe to have sexual intercourse onl class, group, strata ol tb to give so. sth, to eat ~ & (pasty wat Vv clay ine to become obvious to so. J ( cay, 3 admiring; here: gram. term _ Sor exclamations just, balanced CBlat of date) Jaet sweet, convenient (Bat. of ley tel the Irab ey Arab of the desert Ate gl reason; (gram.) defectivity (letter or word) dee meaning le ¢ Uke members of the family dls the Feast of Immolation aca Le Whitsun Spal Le Easter i the Feast of Breaking the eal Ramadan Fast the Feast of the Birth ogi WY we of the Prophet, Christmas sunset dominating to make clear versatility scattered402 Lesson 28 here: criterion of Spa oe Shab differentiation : to remain (ak fas toprefer, leo ca (fail) fair to favour sth., so. over merit a Jeu Nomen patientis, passive (gram.) J gail Nomen agentis; active (gram.) question teed holy, sacred os here: to be at the top of elas extract from eis age Cah) a ust ole ts to sit (down) on analogy; rule, norm Text 1 heat of the summer aS scorching 6 mean, miserly, stingy Elat. of pal) ¢Y1 curse clad ¢ to display sth. a dbi. dirty, contemptuous one ste fs Jute Jes descendant to add an a; accusative al to pronounce sth. we (Gay) oa to make so. say sth, © (323) Gail Iv toforce 9 le a (Lary) cof IV so. to do sth. ° to facilitate sth. for so. J & (pz) py op wide sill) pe ptlctie SVs Ball gala ply se eon stele meses abe Bar, — soul getly le, Sar gdb LDL aad Jar a ce pe SLAY ght Laypa at Ja gee gid nt mM get ee fr a GLa Jala olla Sle Jody aye peasy Le, oie Viel gaol ery Um agi ly mgt te Asan p Heady Uys Gill op eYlers Kt angl, La roglyLesson 28 403 PED tame y ais Tile yh aM plats ol Jlgleas erably pin mally lle y SY cla yeh li pawns ae PRG by Godlee Vie, Dally comly Jynilly Joli Cot pel je mg sols Ja ad ge aye Ay bg slilels posi l booy lp a SYN easly gly By olay mada yp ee asaya - yViaebal BalaM yi athe A at Bb yd arora jl acl pajiabecosisiliglen- oF Ula Cin bnd ge pay ibial PLyl yl G1 LIL) stl tists UJ Satis Gla VY gi be Like Ue a oe Vice YM yy dye dilly OBI ly comtlol ud | LGA bsp Fit Aaa pe bli pall fabmel ag dbs S geal! cade ph Sle Leal deLaysaV lus epee) bela sah gp Wile Vgde Sap yigtis § agus + tds eile | Nea parmhciln 2 Jad38 lll aki Jeb: 9M pists eel bs WIG \ eqeivicoadsy! ht eel vig a i nteSI OT i geet,404 Lesson 28 Text 2 Pay! ge weet gS PLY ye UY Yaw Ge 10) Nop ee Shel fas Spl ol fe ad aad! Sade sl oy ee dy Ee tt te ost UL Gade pn gle ge Uf 2d) gill Cal yo all dee gf a gf Gl Wy then ap 3 ran Bley pg Dey meall Dhe gholy Ae Lew hel ns weliall Ley Gall Dey Polen, pee Be ped be cp pall Sd Sy 20; dll B erally bee dt et Bat oe Obey at db pret igs Mand WSS eee ad SLI Seabed JS de oly pall Jo 105, gall Jal Bt clealhy & pats oe Ml ee atid cg fh | eam oe TLS phyall Sle GF Leal gall Lol UD: ppl als gai By fe cole Shine Se OLS yp Lal J, QoS ox cx se cstsly Lely pLadall ope CLAY oo pall Gol ol sha CUS hay Longe Smet Sat os Way Leal elt erlian oy BL Cpe Sais Ut AS PANG G jill IT] Lobes IT Big pl Uy OLY! Lalla op ISB! saber gf aS ASF plead de of ge ISG AelLSi 5 Sully Olan We seal aks yy dae 6S BSA abe geinsl BN Some G daly Go gle cif ; GS SJ Bre ead Jo on) Btls ce Jo Ald bl ce et cad pe ed be dl ye Bet elt! a Wat g Ue Satgtl g LL eb $A Des WIS ok Oj raat Oj 0 raat Oh raat OjoLesson 28 405 pS Saleh he Bey DLS: Lowy Lull of yee alg dll cael eB Ae SL ot SG pal dT ys pS oUt Lins LY! sash wey IN ae fe Reel ob ge 2S Uae oye et Spe Ope poy obs (pt bed Basal Ley eval BAN dl ay ee le aS he fat lille ye ual Hass yoke JSey oles All Spo By Olan, 22 Ul _ gpl de UW Se sy pe SV amt, weolgl de Sty saat Exercises: L1 Insert the proper preposition(s). ce yer cee yal a gaedl gpd! abdl oy gy UT. clay) feel Sey Las opaalt see SH ele os pgledtel gy tll ii. et 2 Rend LA patty dln. Go] Bute Gaal a, Ley gi fll eu of. Bala. Ley pel... 2 pUa pall UR OU. ye vee Cee Boe Ce be BL ee peal yj eal on cad Le, RS Ces LN UT Ny te cla yy DL Os LS aS CL gli ocbe gts tobe! Ghul... Ophir Byeiall OT aS JTL ode SRY Leyla ode 1 Sat dee ll Oy Bo phd oper Agelal Glas... Olas NI alee] ab gb oUalt ogy AU... bykail tel pi) 2 Find out the root of the following words. [San | cage | ab | alpen | aba | ged | IS] | Ey | ree | Heelia { qtsret | alec | Jomtenn | Egypte | dogs | heel [cS py | lane Be | Mf | Oe gem / yy gt | cle | 5 yas | Ot eul | Slinae406 Lesson 28 L3 Find out the antonyms of the following words. | pee | der [ob | hea | owe | lit | Sgt | CA et | he | tl AN Chas el ee | Se | lel 14 Translate the following expressions of admiration into Arabic. Use + + Elative in the accusative + noun in the accusative. 1. How beautiful these exercises are! 2. How difficult these weeks are! 3. How high these mountains are! 4, How long these lists are! 5. How big this melon is! 6. How spacious these rooms are! 7. How strong these men are! 8. How sweet these dates are! 9. How fast this car is! LS Translate into English. yd! Stall oy Gy Sele QS foo Wels gine coe Lie Stee eu wily op bab Cerctl sMeaill Joy BAS yl oe By all 3 Mell abe wodleaf shy Lace (Sets lll oe OL ay bhp Sic 2 NS Soin Vy pal splice G1 Answer the following questions using either the dual or 41 / 34>. ddl y dele Hla cle < PSs chee tele oS ~~» wogele She oles ssf ~> Sete Q cdla oar tllay nal WE Gebe (et eS S(ced) BUS yall Ab I) HL g EK S(demrole J dyad Gi 3) JL BUS GESLesson 28 407 (GL oe AGUS) BaUly ay Sl BAUS Coe yo S (geal LUS GB cdall GU By Sha chee {Gmc dG pW Bids B) FY GS Seal g ASU G) Gall O ohe (ppl SLY oe alec fall I om po S(pauue le delat 3) palall 9 cade Sehgal BASU othe B) eral! G ele Smell gud! LUS 4) el UG Ge fee adel oy Gey G) dual § SCs Ahly tab odds Cue y> S(eb Bel ue auey dual G oS $@-d g ASM 3) wall gete Seg (eM agdly oll ge Sead (GLa!) Eg) fede | odef (it yx aul clay Thal) EUG Y cw yo (ee) ie of tele oS bes oS Lats 4s Cnt oS us 9s Vg pS G2 Form affirmative exceptive sentences and pay attention to the fact that the noun has to be in the accusative after ‘Y| in this type of exceptive. Nant Sy gis’ cle < de + glee Spall 45 J) opglebes daly OS SI Ys of daoly Ke ULL oka co pas seoly oe ous IS 23, Olde asia IS ai NTS408 Lesson 28 pul Je cys oe 3 Well Spy AS pl gaa y olde gh ceo Oli SF seal IS ag G3 Transform the following sentences into the perfect tense. Ogee SWS Opole Set eV ge ie dbl ti pial! 2b patel Lm Oy Bene Sar dere op dl DLE ell ese old ste oll wate hfe! gb 6 gaeh CU ae chy) G4 Negate the sentences in G3 in the perfect tense. G5 Negate the sentences in G3 by means of (2. G6 (Repetition) Negate the conditional and the result clause. wth) eget Ved y Ge GS fb Nl ). < Uae y EUS Jot AUS Ja © Bom y 203 Leb hy (>) US fe ©Lesson 28 409 < se} guele Y fot gil > wot gacls dy (a) Jat gol © Stet pil pal ey py Opp yt pte (OS) Wall ola J > ohns sh sil (OQ) Uslaet p gli cane St SI Spe s!i (OS) ells Jt Fel V1 aol el geil wl 3p Ses Jf sll deW jaf (pbrel We pat Y Wad) pal goes EUS bol Us pal Gite gly Ss gh Vy G8 Translate into Arabic. He is more diligent than the police allow. He is faster on foot than by car. His trousers are whiter than his shirt. She knows more than her teacher. Nobody is more stupid than he is. C1 Ask your teacher questions in Arabic based on Text 2 about the obligations of a Muslim. The teacher should answer with quotations from Koran and Hadith. C2 Prepare a dialogue based on Text 2 in which a Christian is interviewed in a similar way. Make use of the following words: belief, creed sais | co Ole} believing, believer one tk Bible YAH gall y pith gal LAY aly yAl/ wall SES Catholic SS church Uses . aoe confession eulet Hi pel devil auf Tutt | inbtes esd410 Lesson 28 bes O28! Opel Ore Jesus eter lice | ee the Last Judgement Ed eg fp ey paradise ig | Be pope Sigh ¢ LU Protestant ges, sin tlc pl / Was tae Final exercise: Translate into Arabic. By now I have learned the Arabic alphabet, equational and verbal sentences, strong and weak verbs, the jussive, the patterns of the verb, singular and sound and broken plural, the défi, the active and passive voice, the Arabic numbers, the infinitive, the E/ative, conditional and exceptive sentences and the accusative. T have also learned many words and read texts about Arab history and Islam, politics, the economy, oil, agriculture, the desert, sports, and Arabic proverbs etc. I have played a lot of roles in the dialogues, and I also had to write letters and my curriculum vitae in Arabic. By now, I know that it is only possible to learn this language if you always attend the lectures, and if you do all your homework (all the exercises which you are instructed to do at home). I also learned how to apologize if I was sometimes unable to attend because the train was late, or because my father was celebrating his fiftieth birthday for the fifth time. I know some Arabic proverbs, too, ¢.g.: If the cat is not at home, the mice start playing. Love is blind. Too many cooks spoil the broth. The son of a duck is a good swimmer. However, I didn’t leam Arabic invectives GSE ¢ 254) and curses (¢ 44) Ls), I must ask my teacher about this before the final examinations in order to know at least some of them in case I need them after the examinations. Now I hope to succeed in the final examinations.ARABIC-ENGLISH GLOSSARY 1. a 2.2. 2.3. 2.4. 2.5, 2.6, 2.7, 3.1. ee 3.3, 3.4, 3.5. 3.6. Arrangement of entries Arabic words are arranged alphabetically. The number of the lesson in which the Arabic word is used for the first time in the book is placed after the English equivalent in brackets. Vocalizing The Arabic words are not fully vocalized. The following notes should enable you to read the words correctly. The following words are only partially or not vocalized: a) words and parts of words occurring again and again and formed regularly, e.g. the article J! the most common prepositions, conjunctions, pronouns and particles the sound plurals 7 verbs of the pattern (Ja3 ; Jab and Jai are specified by Kasra and Damma the verbs of the derived forms which are formed regularily; but Shadda and Sukin are given the Nomen unitatis of generic collective nouns the numerals (see the appendix) b) some foreign words which are pronounced as in the original language If Alif' and Waw 4 or Ya' cg are used to indicate a long vowel, the letter before is not vocalized, ¢.g. 4 = ba, 9 = bi, .s = bi. Diphtongs are always specified: '! = aw, sl = ay. Diptotes are marked by Damma (in G./A. Fatha). Words starting with Hamzat al-was!, i.e. verbs and infinitives of forms VII, XII, IX and X, have Kasra under Alf |. Hamzat gat’, Shadda and Sukin are nearly always given. The prefixes + mi- and — mu- are always vocalized. Inall the other cases Kasra and amma are used to specify a short vowel, but not Fath. ‘Nouns The Arabic nouns are given without an article except for such words and collocations which always occur with an article. The abbreviation (¢ ) = a# is put in front of the noun if the noun is only used as plural. Singular and plural of a noun are are separated by c. Feminines are preceded by (¢) = C334, Dual is preceded by (y= 2S, Several plurals are separated by « ‘The feminine gender of a noun of masculine shape is marked by (¢) behind the singular. Collective nouns are referred to by coll. The Nomen unitatis is not mentioned Colloquial usage is marked by collog. Dialects are referred to as Eg. (Egyptian), Alg. (Algerian) Ir. (Iraqi), Yem. (Yemeni) and Syr. (Syrian) Some proper names are not included.412 Arabio-English Glossary 4.2, ‘The arrangement of the verbs The Arabic verbs are given in the perfect tense followed by the imperfect in brackets. Form I of the verb is followed by the most common. infinitive in the accusative according to Arabic dictionaries. The Forms are specified by Il, I, ... X. The Arabic verb is followed by governing pronouns or prepositions, and optional prepositions or pronouns are separated by a comma. The accusative of a person is specified by ¢, the accusative of things by *. Optional prepositions are put in brackets.