Ieee Arabic An elementary- Taecareelrlas co 8 T= arr estat e4 Meera oie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 + Arabie-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.le eS STANDARD ARABIC deg yall dal AN ELEMENTARY - INTERMEDIATE COURSE thas 59g dasulial dy ECKEHARD SCHULZ GUNTHER KRAHL WOLFGANG REUSCHEL ay |L- 200 \er Revised English Edition by > CASES S ECKEHARD SCHULZ 4a2cr University of Leipzig W/o Ao Editorial Consultants James Dickins (University of Durham) Janet C. E. Watson (University of Durham) Alan S. Kaye (California State University at Fullerton) = CAMBRIDGE UNIVERSITY 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, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa hupsliwwweambridge.org © English translation Cambridge University Press 2000 Originally published in German as Lehrbuch des modernen Arabisch 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 fr this book is available from the British Library ISBN 0 $21 77313 X hardback ISBN 0 521 77465 9 paperback ISBN 0 521 78739 4 cassette setCONTENTS Introduction ix Notes for the User xi Abbreviations xiv Lesson 1 1 1. The Alphabet (Pronunciation and Writing) 7 Lesson 2 14 1. Article 74; 2. Gender 15; 3. The Equational Sentence 16; 3.3. Agree- ment in Gender 18 Text 1: C!! (The House) 22; Text 2: 45,45 4JlS (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: Lol) 3 (In the City) 34; Text 2:-ud| .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: Gy}. (In the Market) 50; Text 2: $5.42) cel (How to get to ...2) 50 Lesson § 56 1. The Perfect Tense 56; 2. The Verbal Sentence 57; 2.4. The Objective Clause 59; 3. The Nisba-Ending 60 Text 1: Jla'Y! (The Reception) 62; Text 2: 43J) 3 (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: Lows J} Ue (A Letter to Mohammed) 75; Text 2: pind) 2S 3 (At the Travel Agency) 76 Lesson 7 8] 1. The Imperfect Tense 87; 2. Demonstrative Pronouns 82; 3. Diptotes 85 Text 1: Jlid! us (At the Greengrocer’s Shop) 88; Text 2: paleall (In the Restaurant) 88 Lesson 8 95 1. Subjunctive and Jussive 95; 2. The Imperative 96; 3. Negation 97 Text 1: dalle j=l (World News) 101; Text 2: 45! . (At the Bookshop) 102vi Contents Lesson 9 109 1. The Dual /09; 2. The Numerals 1 and 2.1/1; 3. »S’ “How much/many” 112; The Names of the Months 114 Text 1: deel> (My University) 116; Text 2: Gaui .3 (In the Hotel) 117 Lesson 10 123 1. Cardinal Numerals 123; 1.9. The Year 127 Text 1: Opeluolly SLY! (Islam and the Muslims) 130; Text 2: ue demal (At the Registration) 131 Lesson 11 136 1. The Perfect Tense of Verbs with » orcs 136; 2. Word Order: | and the Subject of the Sentence 138 Text 1: nds 41S (The Speech of the President) 141; Text 2: Hire ahLix (Interview) 142 Lesson 12 149 1. The Imperfect Tense of Verbs with y ors 149; 2. Subjunctive and Jussive of Verbs with 5 or s 151; 3. The Imperative of Verbs with 5 or c¢ 152; 4. The Verbs (gl, ele and sl, 152 Text 1: CLSU Syl (ols JI 42 a+ (The Riyadh International Book Fair 154; Text 2: I',all Le (At the Exchange Office) 155 Lesson 13 162 1. The Use of OLS 162; 2. JS and aro 164;3. mii 165;4., Gam she and si] / 4-1 166; 5. ist 167 Text 1: OLY per (The Human Body) 170; Text 2: Cada! sue (At the Doctor’s) 171 Lesson 14 178 1, Forms Il, III and IV of the Verb: 178; 2. The Attributive Relative Clause 179 Text I:talle sll (World News) 183; Text 2: inal (3 (In the Pharmacy) 184 Lesson 15 194 1, Forms I, III and IV of Verbs with y or «5 194; 2. The Nominal Relative Clause 196 Text 1: sl-owall le (The Climate of the Desert) 201; Text 2:.4 > sl peal (A Trip t0 the Desert) 202 Lesson 16 209 1. Ordinal Numbers 209; 1.6. Dates 2/1; 1.7. The Time 2/2; 2. Numeral Adverbs 2/4; 3. Fractional Numbers 2/4; 4. Numeral Adverbs of Reiteration 215; 5. Decimal Numbers 276 Text 1:.JL> $8, (My Curriculum Vitae) 217; Text 2: tax Ji int (Renewing the License) 2/7Contents vii Lesson 17 224 1. Forms V and VI of the Verb: 224; 2. Word Order 225; 3. Genitive Constructions with 3 and 215 227 Text 1: Ql ke 4b, (Sports and the Arabs) 230; Text 2: Gaba! 3 (In the Sports Ground) 230 Lesson 18 237 1. Forms VII, VIII, IX and X of the Verb 237 Text 1: &2 yeu! c+ UL) (A Letter from Saudi Arabia) 247; Text 2: Sl! qs! 3 (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 251 Text 1: Leasly © ll (The Arabs and Oil) 257; Text 2: 3ylw jbeeu] (Rent a Car) 258 Lesson 20 264 1. The Collective 264; 1.3. Names of Nationalities 264; 2. The Feminine Nisba 265; 3. \ and ol 266 Text 1: 451) 3) 3515 (Symposium on Agriculture) 271; Text 2: By 3 jl2=5I (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 Idafa 289; 1.2.7 Impersonal Expressions 290 Text 1: coal ella! 3 HL! 40189) Political Systems in the Arab World) 292; Text 2: iximre Uylés (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: ji —ally pled! (Education and Future) 3/0; Text 2: 3} al 34-4) (On the Way to the Market) 37] Lesson 23 317 1. Subordinate Clauses: A Survey 317; 2. Temporal Clauses 378 Text 1: Lams (Jj ULs, (A Letter to Mohammed) 32/; Text 2: lind! a5 32 yiiaJ! (The Story of the Lost Suitcases) 322viii Contents Lesson 24 329 1. Verbs R,=R; 329; 2. Verbs with Hamza 330; 3. The Spelling of Hamza 331; 4. Clauses of Reason 334 Text 1: ora sé) Ge le 294 (Mesopotamia) 337; Text 2: ibe! ae Jom od (Buying Clothes) 337 Lesson 25 343 ' 1. The Pattern (Las! 343; 1.2.1. The Elative as Positive 344; 1.2.2. The Elative as Comparative 345; 1.2.3. The Elative as Superlative 346; 1.4 Common Elatives 347; 2. Specification (Tamyiz) 350 Text 1: Aersdall Ugly 5 Ay all OLLI (Arab Countries and Their Natural Ressources) 354; Text 2: ab ,tJ! 4:6 (At the Police) 354 Lesson 26 362 1. Conditional Sentences 362; 1.1. The Real Conditional Sentence 362; 1.1.1.13, 362; 1.1.2. &| 365; 1.2. The Unreal Conditional Sentence (3! ) 366; 1.3. The Concessive Clause (35, SIy ) 368 Text 1: & ali 4a) (5 | yx) (Animals in the Arabic Language) 370; Text 2: Yl ¢sgie 3 ALI int) (Democracy as Understood by the Lion) 37/ Lesson 27 377 . : 1. Exceptives 377, 1.1. YJ 377; 1.2. a and 2’, -% 379; 1.3. Other Exceptive Particles 379; 1.4. 31, ,O! YJ 380; 2. Diminutives 380 Text 1: Opal al 5+ (From the History of the Arabs) 383; Text 2: 9 gis! (About Marriage) 384 Lesson 28 393 1. The Hal-Accusative 393; 2. The Hal-Clause 394; 3. Survey of Use of the Accusative 396; 3.1.1. U| 396; 3.7. Exclamations in the Accusative 399 Text 1: Shas Ss oY cat sAllly gap Ob ge OLibti+ (Linguistic Anecdotes) 402; Text 2: ee)! £ (About Islam) 404 Arabic-English glossary 411 The numerals 456 The months of the Islamic calendar 460 Tables of the forms of the verbs and the nouns 461 Writing exercises 500 Key 514 Subject index of grammatical terminology (English) 606 Subject index of grammatical terminology (Arabic) 626INTRODUCTION This book is based on the well-tried Lehrbuch des modernen Arabisch by Giin- ther Krahl, Wolfgang Reuschel and Eckehard Schulz and has been conceived as a comprehensive course for beginners, in which particular attention is given to a speaking-focused training. It presents the basic grammar, vocabulary and phra- seology of written and spoken Modern Standard Arabic (MSA). The book centers on imparting the grammatical and lexical basics to enable the learner step by step to understand written and spoxen texts, to hold a conver- sation with an Arabic speaker independently and, moreover, to translate and write ‘Arabic texts, A variety of highly different texts (reports, commentaries, inter- views, dialogues, letters etc.) together with appropriate exercises have been in- cluded in the book in addition to the description of the grammar to achieve these objectives. Quite naturally, style and vocabulary of the texts in the first lessons are influenced to a greater extent by the grammar in the respective lesson. If the knowledgeable user is of the opinion that it would have been better to use a dif- ferent word or construction in some passages, then he may know that it was of importance to me for didactic reasons not to keep anticipating morphological and syntactic structures to be treated later. When conceiving the texts, particular attention was paid to impart and to con- solidate those patterns which occur over and over again in spoken and written MSA and to provide the learner with a guide to master different communicative situations and strategies. The book also contains more or less timeless news and exercises to practice listening comprehension and to introduce the style of the news in newspapers and in radio and television to the students. The grammar comprises all substantial phenomena of MSA which are neces- sary for a good command of Arabic as a spoken and written language. The teacher might miss some important grammatical topics but he/she should always have in mind that this book is a book for beginners which covers all grammatical and syntactic phenomena necessary for a correct and active command of Arabic, but it can not be exhaustive. The basic grammatical terms are also given in Ara- bic to enable the student to use the Arabic terminology needed when attending language courses in the Arab countries. The book aims at imparting MSA because it is well-known that it is impossi- ble to cope with the numerous Arabic dialects without these foundations. Never- theless, the dialogues are partially adapted to colloquial usage as far as sentence structures and vocabulary are concerned. There are also exercises and notes fo- cusing on the dialects to give the students those patterns which are the outcome of the widespread diglossia in Arabic, i.e. the coexistence of MSA and dialects and their use according to the communicative needs and circumstances. This tightrope walk is, of course, not an easy undertaking but I wanted to build bridges for the students where the exclusive use of MSA would be long- winded and not appropriate to the situation. The endings in the dialogues are written according to the rules of MSA to prevent the students from complete con- fusion, although (spoken) reality is different. In this field, the teacher must al- ways decide whether to tolerate the omission of the endings or not.x Introduction Our experience is not to ask the students to read all the endings of the dia- logues but to follow the Arabic language of the educated (:,-i#e!\ 44) to enable the students to speak Arabic as soon as possible. In all the other texts and exer- cises, special attention must be paid to the correct use of the rules of MSA. The imparting and permanent repetition of stereotype phrases (greetings, wishes, forms of address, introduction, apologizing etc.), proverbs and sayings as well as historical facts and cultural traditions (religion, Arabic and Islamic his- tory) and the appropriate terminology do not only aim at illustrating the grammar of the respective lesson but also at achieving a growing knowledge about this re- gion of the world. The exercises are subdivided into lexical exercises, grammar exercises and conversation drills as well as into a final exercise to arrive at a better structure of the process of teaching, even though a strict separation of these fields is impos- sible. The repetition exercises systematically deal with topics discussed two or three lessons before to help the students not to forget basic structures. Some grammar exercises are repeated as lexical exercises with new vocabulary because it is assumed that the grammar dealt with long before is now consolidated. From my own experience, I can tell the student that Arabic with all its peculi- arities in morphology, syntax and pronunciation really can be leamed as spoken and written language. You will be able to learn the basics of grammar and the vocabulary of this book with diligence, a little bit of talent and the help of your teachers and might soon realize when meeting Arabs that you are a most welcome partner because of your good command of Arabic. Even educated Arabs encoun- ter sometimes considerable difficulties in using their own language according to the rules which are valid and nearly unchanged since the revelation of the Koran approximately 1300 years ago. This book will be accompanied by cassettes with all the texts as well as a key to the exercises to help the student work through the book independently, I wish to express my deep gratitude to Janet C.E. Watson, James Dickins and Alan S. Kaye, the editorial consultants for Cambridge University Press, who contributed to this book as editorial consultants and generously provided valuable observations and excellent advice. T am deeply grateful to Monem Jumaili who gave the texts, which were almost completely conceived and written by myself, their final shape. I am indebted to Birgit Bouraima, who rendered valuable assistance to the English translation, and to Christfried Naumann who took responsibilty for the subject index and pro- vided greatly appreciated advice. I wish to express my sincere gratitude to Avihai Shivtiel thanks to whose ini- tiative this English edition can now be presented to the public and to all those who have contributed to this undertaking. I hope and wish that this book - like its German predecessor - will find its way to the students, I readily accept comments, suggestions and critical remarks and hope to incorporate them in future editions. Leipzig 2000 ECKEHARD SCHULZNOTES FOR THE USER This revised textbook has been conceived as an elementary course for beginners, in which particular attention is given to a speaking-focused training. The lessons consist of the following parts: Grammar (G), Vocabulary (V), Text 1 and Text 2 (except in Lesson 1) and Exercises, which are subdivided into lexical exercises (L), grammar exercises (G) and conversation drills (C) from Lesson 4 onwards as well as into a Final exercise in each lesson (from Lesson 2 onwards). I permit myself to offer the following hints regarding the use of this book to teaching staff and students, which should be understood as a suggestion: Seven to eight class hours are planned for each lesson with at least the same number of hours needed for the students’ preparation and further study of the subject matter. One should see to it that there is enough time (e.g. the weekend) after the introduction of the new grammar subject and lexical items and that exercises which were to be prepared by pre-set homework only follow after this. period, so that the students can have sufficient time to internalize the new subject matter and to learn the new vocabulary. The subject matter should be presented in the following order: © Introduction to grammar (1 class hour) « Phonetics/calligraphy (1 class hour, only in the 1*' semester) © Lexical exercises (1 class hour) © Grammar exercises (1 class hour) © Text interpretation (1 class hour) © Conversation (1 class hour in the 1" semester, 2 class hours in the 2 semester) © Final exercise (1 class hour) Phonetics and calligraphy This lecture, which is intended for the 1% semester, centers on imparting the correct pronunciation and the Arabic script. Reading the texts aloud is of particular importance; while one student does so, the other students note the mistakes and analyze and evaluate them afterwards together with the teacher. Suitable grammar and lexical exercises and particularly the texts marked by No. 1 should serve as a basis for the writing exercises. We have been quite successful here in Leipzig using dictations in which certain groups of Arabic sounds are systematically practiced. The students learn step by step to write by hearing and distinguishing sounds like blowleuljelsel euwelbele which sound very similar at first. Grammar and grammar exercises The discussion of every new lesson should begin with the introduction of the new grammatical subject(s). The teacher should take the passages marked by A (= annotation) into consideration from the beginning, even if they, in most cases,xii Notes for the user only comprise elucidations or comments for the purpose of explaining the grammatical rules more accurately, and although they only refer to colloquial or dialectal usage in some places. Only part of the vocabulary contained in the respective lesson is used in the grammar exercises in order not to overload the students with the requirement of mastering too many new lexical items in addition to their having to cope with new grammatical phenomena. Most grammar exercises are transformation exercises, but there are also fill-in, linking and sentence completion exercises. The objective here is to obtain the best learning results, while excluding the use and influence of the mother tongue. Lexical exercises and text interpretation The aim of these exercises is for the teacher to elucidate the new lexical items, to impart them in collocations, if possible, and to clarify paradigmatic relations in the vocabulary step by step. The translations given in the glossaries of the lessons only provide the meaning referred to in the respective text in order not to overstrain the learner. Additional translations we confined to a minimum. On this basis the texts are to be translated orally and/or in writing by the students, and possible variants of the translation are to be discussed, It is also possible to read and discuss the texts marked No. 2, which are always drafted as dialogues, within the conversation. The glossaries are arranged alphabetically by root, listing the new words from the texts of the respective lesson. The exercises only occasionally contain words which do not appear in the texts. Words used for the purpose of explaining new grammar, which were not derived from the texts have not been included in the glossaries, Additional vocabulary imparted in some lexical exercises and conversation drills (specific terms, proverbs and idioms) has not been included in the glossaries either. Conversation The pre-set conversation drills are to be understood as suggestions; the teacher should vary them in accordance with the interests and requests of the learners. Role-play, which has been demanded time and time again, is of particular importance for the success of these exercises; here the teacher may recede more and more into the background with the increasing progress of the learners. The teacher must apply judgement as to whether he should interfere immediately and correct every mistake the students make, or if he should refrain from constantly interrupting the flow of speech and only correct the mistakes later in the interest of breaking down natural inhibitions. The seating arrangement usually found in school should be avoided particularly in the conversation lessons, so that the atmosphere can become relaxed. Only 1 class hour of conversation drills per lesson should be planned in the first semester because the students still need more development in the fundamentals at this stage. From the scond semester onwards, two class hours are to be allocated to conversation drills, and therefore the calligraphy and phonetics exercises should be reduced.Notes for the user xiii Final exercise The final exercise at the end of each lesson is aimed at checking whether the students have internalized the grammar and lexical items and is intended to lay the foundations for translation into the foreign language. Review of subject matter which was taught in previous lessons is a methodical principle of these exercises. The final exercises can be worked through in class, and they can form the basis for holding a written test after each lesson. T readily accept criticism of the textbook’s being “organized on school lines” by these kinds of checks if they help students consolidate their knowledge of the subject-matter and make them work steadily with the book. The teacher can also decide which revision exercises need to be worked through in a particularly intensive way in the following lessons or whether some can be omitted, depending on the results achieved in the Final Exercise. Glossary The Arabic-English glossary comprises roughly 2600 entries; unlike the glossaries in the lessons, it has been computerized in alphabetical order, and the items are only partly vocalized. This system has been chosen in order to make the book easier for the beginner to use, even if a whole series of important paradigmatic relations in the Arabic vocabulary become concealed by this approach. Tables Tables containing the essential Arabic verbal and nominal forms as completely vocalized items can be found in the appendix in addition to tables containing the cardinal and ordinal numerals. Key The key to the exercises gives the solutions in all those cases where only one solution is possible as well as the translations asked for based on the vocabulary and the texts of this book. Some of the translations should be understood as suggestions and not as the only possibility. The student should never resort to the key before trying to find the answer in the respective lesson(s). Subject index The subject index, which is subdivided into two indexes, comprises all essential English and Arabic morphological-syntactic and linguistic terms which are used in the textbook. Its purpose is to facilitate finding the relevant passages for the student. The page numbers of the pages which focus on the topics concerned are indicated in bold type. EVILLA, AwilCOsABBREVIATIONS a., ace. adv. Alger. appr. cf, coll. collog. conj. def. dimin, Ex eg. Eg. Blat, Engl. ete, f., fem. fig. foll Fr. gen. geogr. Glo. gram. imp. indef. interj. intrans Ital. itsf. annotation accusative case adverb Algerian approximately conversation compare collective noun colloquial conjunction definite diminutive exercise for example Egyptian Elative English et cetera feminine figurative sense following French grammar exercise genitive case genitive geographical glossary grammar of the lesson grammar imperative indefinite interjection intransitive Italian itself lexical exercises $0.’s. sg., sing. literal local masculine nominative case of someone official oneself passive person perfect plural possibly participle preposition 1" radical 2™ radical 3” radical relative pronoun Russian see see also someone someone’s singular something Syrian temporal the same themselves to somebody transitive vocabulary Yemeni ‘muthannan = dual Jjam® = plural ‘mu'annath = feminineLesson 1 3 Gopal 1. The Alphabet (Asi2d4! 2 y/puf Arabic has 29 characters (34) ¢ >): 26 consonants (uf. 3,'5) and 3 vowels (ile 3,3). 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. th kh dh wees grey gen = S = 8g Dhal Sin Shin Fa’ Kaf Lam Mim Nan Ha’ Waw e GP CFOEEGGEY YUNA CEL a] in arm, like ['i] in inn, like [’00] in ooze ial occlusive element, glottal stop) like /6] in big like (4) in tea like [th] in three like [g/ in gentle like /ch] in Scottish English, loch like (dj in door like [th] in the like /r] in Scottish English, room like /2] in zero like /s] in sun like 5] in sure like (7 in fog like /K] in key like (1] in long, live or luck like /m] in monkey like /n] in noon like (hy in hot like (w] in wall like /y] in year Arabic has the following long vowels: os) Bt ‘lif Ss Ww 3 Waw like [a] in far like ee] in deer like foo] in school2 Lesson 1 AI The short vowels a (hut, pat), i (Hit) 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: be ee like (h] articulated with friction * € ‘Ayn Tike (aj articulated in the pharynx with friction gh € Ghayn like the Parisian /r] in renaissance 5 vu? Sad like /s] articulated with emphasis de pad like [dj articulated with emphasis t +’ Ta like /t] articulated with emphasis z b+ aw like voiced /th] articulated with emphasis q S Qa 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. .A2 The order of the Arabic consonants according to the place where they are articulated: bilabial bmw labiodental: interdental: dental: prepalatal: postpalatal: velar: pharyngal: laryngal: 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 Nin, 5 Ta'’,5 Tha’, 2 Ba’, 2 Ya' The letters | > 3 5 } y are 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 I 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, i.e. 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 seript 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 (IS auf) Since 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, 4 fa, wa denoting that the consonant is followed by a short a. (Fatha followed by Alif=long a: \« ma) Kasra = a short oblique stroke (_ ) written below the consonant 2 bi, Sli, mi denoting that the consonant is followed by a short i. (Kasra followed by Ya’ oe kabir) amma = a sign similar in shape to a small Waw ( * ) written on top of the letter O82 mudun, pS kum, «> hum denoting that the consonant is followed by a short u. (Damma followed by Waw = long a: & y" Nin) Jong i:4 Lesson 1 2. Other signs Sukin = a small circle (* )on top ofthe letter 35 tahta, iS nahnu, ymin 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 leter: 2% stubbak, ole’ [ole’ mucaltim, ¢235 tagaddum Madda = asignon top of Alf ) denoting a long ‘@ OW al-ana, SV, al-gur’an Diphthongs: Fatha followed by a with Sukan denotes the diphthong aw, whereas Fatha followed by a os with Sukiin denotes the diphthong ay: ci lawh,¢ G'S fawga, 3 bayt, LS hayfa 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), 3 (Waw) and és (Ya), and they are referred to as chairs of Hamza. At the beginning of a word the chair of Hamza is always Alif: HF tanta tf tum, 21 ‘in (see the rules for writing Hamza in Lesson 24.) The Ta’ marbija 3 is a special form of the Ta. 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 all (in calligraphy: dh The Shadda above the Lam shows that the Lam is doubled here; the Mall Ai if 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, i.e. 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: ee ee 1.2.5, The alphabet in its traditional order name ofthe | transliteration | isolated final ‘medial initial letter position position position position Alif a H c t H Ba’ b 2 oe = 2 Ta’ t 4, oe a Tha’ th e ae as 3 Jim i z & — > Ha’ h ct e — > Kha’ kh ct e os = Dal d > a ce > Dhal dh 3 i L 3 Ra’ r 2 + y 2 Zay Zz 3 s - 5 Sin s io uo ~ ~ Shin sh we a = a4 Sad s w we J ~ Did q rd Coal = ao Ta” t + a ae + Za’ z 4s & be + ‘Ayn . & € = ~ Ghayn gh & & ae + Fa’ i 3 a a 3 Oat q 3 ae a 3 Kaf k a} ek x Ss Lam 1 J & ao 3 Mim m ‘ rn ~ - Nan n ° o es 4 Ha’ h ° 4 + 2 Waw wi 3 + + 3 Ya" yt $ Se = 26 Lesson 1 AAS 1. The first leter of the alphabet is actually Hamza, but since Alf is the chair of Hamza in ‘most cases, it appears in its place as the first letter. In the grammar part of this book Alifis written as ‘ \ when Hamza is vocalized with Fatha, if it is not a Hamzat al-wasl (cf. Lesson 2, p. 38). 2, The transliteration system in this book ignores Hamza in the initial position. That is to say, ———_D 3. Ya’ ((S) without diacritical dots in the final position is always preceded by Fatha and is pronounced as the long vowel d.. ll ila, le “ala, 2 mata. Final Ya" (<5) with diacritical dots is usually preceded by Kasra: (3 ff, .gS kitabr. However, many texts do not seem to be consistent in regard to the use of diacritical dots with ¢s when it occurs 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 on a 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 Ex1 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. cas-salamu ‘alaykum ana anta anti wa ana wa-anta ana wa-anti anta wa-ana anti wa-ana anta wa-anti anti wa-anta huwa hiya Inowa wa-hiya hiya wa-huwa ana wa-anta wa-howa ana wa-anti wa-hiya Peace be with / upon you (one of the numerous Arabic forms of greeting) I (the a at the end of Uf is 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 Tand you and he Tand you (f) and she rei pl uf8 Lesson 1 Ex2 See instructions for Ex1! ana mu‘allim. ana mu‘allima. anta {alib. anti {aliba. huwa talib. hiya taliba. ana mu‘allim wa-anta {alib. ana mu‘allim wa-anti taliba. huwa talib wa-ana mutallim, hiya {aliba wa-ana muallim, hiya {alba wa-huwa falib. Tam a teacher. Tama teacher (f). ‘You are a student. You are a student (f). He is a student. She is a student (f). Tama teacher, and you are a student. Tam a teacher, and you (f) are a student (f). He is a student, and I am a teacher. She is a student (f), and I am a teacher. She is a student (f), and Ex3 See instructions for Ex! huna hunaka una wa-hunaka ana hun wa-anta hunaka. ana hund wa-anti hundka. hua huna wa-hiya huunaka, anta huna wa-huwa Aunaka, una warag. he is a student. here ub there Bus here and there Bua, Tam here, and you are Ba Cif, us uf os there. Tam here, and you (fare UA there. ° He is here, and she is there. Die (ey La You are here, and he is there. Here is paper.huna qalam. Here is a pen. hund kurrasa. Here is a notebook. huna kitab. Here is a book. hund shanta, Here is a bag. una warag wa-hundka Here is paper, and galam. there is a pen. hund kurrasa wa-hunaka Here is a notebook, kitab. and there is a book. hunda kitab wa-hundka Here is a book, and shanta, there is a bag. hund tawila. Here is a table. una kursi. Here is a chair. hund khizana. Here is a cupboard. hund misbah Here is a lamp. huna lawh. Here is a blackboard. hund tawila wa-hunaka Here is a table, and kur: there is a chair. huna khizana wa-hunaka Here is a cupboard, misbah. and there is a lamp. una khizana wa-hundka Here is a cupboard, and lawh, there is a blackboard. fund bab. Here is a door. wenrarrs und shubbak. Here is a window. MN ee una jidar. Here is a wall. alder Lb und bab wa-hunaka Here isa door, and there SU Buby Ol) UA shubba is a window. und jidar wa-hundka bab. Here is a wall, and there. 0 Disa y Nor Ls is a door. ’10 Lesson 1 Ex4 The teacher puts the following questions to the students: What is here? What is there? Who is here? Who is there? accordingly by using the phrase ... UA or .. asked for. Teacher: What is here? Student: —_Here is a door. Teacher: — Who is here? 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 used: A ole cH pli ede BS, US _— (lS cig ees BALaA aglat Ab ab ce Ex5 The teacher should ask the students to read the words and sentences of Ex! - 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 lays 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.Lesson1 11 Sees ey ere ee Ei ee ee CSE Coe are ee Connect the following letters which are written in their isolated form: Ste 6 te (5 Stott HOHE Hoe Ha OFCH (IL OtGtE (10 SHEtO EO OH StH T FOtOt Sty (15 OF StS (14 SHH (3 StOtY (12 Ste (18 Stetlte (17 Gtot ste (16 Capertee gE paper ate Connect the following letters which are written in their isolated form: ctte Oete GS Stete 4 dtet9G Het erta ogee (Ete 0 Ste O Store Bette 7 Stet dd Stotytete (3 Stytete (12 Ttltete to (8 ctHHet HIT Cte (16 Ste 40 (15 pL sy 96} D> 6 Lacua Connect the following letters which are written in their isolated form: ctltete 4 stygtotete 3 ott 2 shots (1 CtGtytete (7 gtytorl 6 Thoth THES tL Sty 10 HHH O st ytotes B stote (4 OH gtet te (1B ct yty (12 SHH (IT SHEtE (16 stytote (15 ott QL SHE QO tote (19 Gtr stort (18 Styl 25 storys 04 ats 23 etltetj 22 stort 28 ott. 27 ett, (2612 Lesson 1 ape La 6h Ge Gs Qe a UO] YS 22 326 Ya Yo ae oe ee th hb bb b bo bb bb Connect the following letters which are written in their isolated form: stltye (4 athtye GB OF Sty (2 O+St EH (1 ct ct 8 ct Ste tue 7 Utatte © tte GS tet (Stet (10 cH te 9 tute (iF ottet uth 3 chet (12 ot stot ete (17 Otte (16 Stbt ty (15 etltet] 20 tytue (19 stot ye (18 Steteth (23 Stytbh (22 ytltotyet] (21 2+ (26 Lat yt 25 oF b+ (24 Wubadc eet aetcgperce ddA FAR S66 GG 44 GC Sie LY Connect the following letters which are written in their isolated form: St st 3 5 Gt 4 lore 3 OFSHE 2 OtETE CI OFTtIH GO St yt ytd (8 GtEtS (7 TtEtetye 6 J+S 3 dtety (12 dtyty (1 otd+b (10 St ttl SH ety (16 dt ytdte (1S Ste (14 Srytb+o (20 atste tue (19 otters (18 gtbte tas det sth 22 dtytyth Ql Tttet ue (26 dt (25 stds (24 Meytote 29 Myths 28 ststetdt! 27Lesson] 13 BA cody Wi pau u gl « Abe gd Igy Lee ae Connect the following letters which are written in their isolated form: de (5 otdte (4 Hd+0 (3 ete +0 (2 PHO TOH (I roto (10 EtEtetE O Ete (BB HSt+e (7 ote 6 Orgtetdtete (13 ptdtete (12 SHt0+0 (11 Tilt t ete (16 stOFlt +e (15 tt yt b 4 ctuetl (20 bot ystote (19 etd+G (18 SH b+ te (17 etygtetd (24 b+ btot+ 4 (23 otlte 22 S+ltot+ 21 botctote QT Ett ut! (26 pte tote (25 Stetete (31 etete (30 atte (29 etltdttdt! 28 ptltete (32 See also the writing exercises at the beginning of the key!Lesson 2 il eo 1. The Article (Wax jx! B15h) 2 os 1,1. The definite article “the” is Jl in Arabic. It remains unchanged for any noun, ri adjective, participle or numeral regardless of gender, case and number. J! is connected with the following noun, forming a phonetical unit with it. There is no indefinite article in Arabic. the house etl atbayt house bayt the notebook lS al-kurratsa | notebook i! hurrdisa A noun 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. OLY “Lebanon”, wA50% “Muhammad”, But: alll 2 abduitah”, O35 “Jordan”, 3 aU “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 Oe Se Bebe ec Hegejegedcoeoee 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 | Guttall | as-sadiq_| the house al-bayt the man BSH | arerajut_| the room al-ghurfa the sun cell | asheshams | the moon al-qamar GA2 The letters the J of the article is assimilated to are called tu .3',5- “sun letters”, the others are called 4 23 3’, > “moon letters”. 1.3. The Hamza of the article { 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 ', which denotes that the | is no longer pronounced as a glottal stop.Lesson2 15 A Hamza that is pronounced is called Hamzat al-gat’. A Hamza that is not pronounced is called Hamzat al-was! or simply Wasla. He is the teacher. tlt ia | the teacher acif pronounced: uwal-mutaltim al-muallim with the friend Beate | the friend otal pronounced: sadiq as-sadiq Where is the sun? oof | the sun ef 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: P+ al-bayt> fi-bayt 31 3 < 2 +5 Cn the house) ala + at-tawila > “alat-tawila Uylal? Je < Wyle + JE (on the table) 1.3.2. If a word ends with Sukiin which is followed by the article Jf of the next word, the final Swkiin usually turns to Kasra, which fulfils the function of an auxiliary vowel: UST J < Lis “Take the book!” The preposition (+ , however, takes Fatha as an auxiliary vowel: <1 “from/out of the house” Some pronouns and verbal suffixes which contain the vowel u take Damma as their auxiliary vowel. 4A3 Wasla is not printed in the following Arabic texts of this book; instead, Alif | without Wasla takes its place. 2. Gender (lly 7 There are two genders in Arabic: masculine (1+) and feminine (3). Words ending with 3 -a (Ta’ marbiija) are nearly always feminine, whereas words which do not end with 7a’ marbiifa are mostly masculine. AA4 7a’ marbata is normally not pronounced as 1, 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.). AS A number of words denoting feminines do not end with Ta’ marbitta: ot : a) words for persons which are feminine by nature: ¢1 mother, <-> sister, 2 daughter b) the names of most countries and of al cities16 Lesson 2 , eS ue c) designations of parts of the body which exist in pairs: -y hand, ¢~* eye, 5! ear 4) Some words are always used as feminines: 2) land, os sun ©) Some words ae used as ether masculine or feminine: Sx knife, Bp market, ela sky Feminine nouns which are not easily identifiable as such are marked in this book by a (¢) placed behind them when mentioned for the first time. 3. The Equational Sentence (Aje'J! Ueduly The simple equational sentence in ae language consists of two parts: the subject ({4:24I!) and the predicate ( Cah, It denotes a general present tense or an action taking place regularly and has no copula (i.e. derivatives of the verb fo be). 3.1. Its subject may be a noun (~!), a personal pronoun (j-») or a demonstrative pronoun (&,1+| »—!). Its predicate may be an adjective (440), a noun, an adverb (34) 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-+* pl) ora pronoun and appears at the beginning of the sentence. al) Noun - adjective The house is big. a2) Noun = (indef.) noun The man is a teacher. pe Jatt a3) Noun = adverb The teacher is here. A plac - prepositional phrase The teacher is in the room, bi) Personal pronoun ~adjective Hel(it) is big. b2) Personal pronoun = (indef,) noun He is a teacher. - (def.) noun He is the teacher. applallb3) Personal pronoun -adverb He is here. - prepositional phrase He is in the room. cl) Demonstrative pronoun adjective This (one) is big. a a ¢2) Demonstrative pronoun - Gindef.) noun This (one) is a teacher. _ \is ¢3) Demonstrative pronoun ~ adverb This (one) is here. Ae Mie - prepositional phrase This (one) is in the room. &A6 A demonstrative followed by a definite noun may be ambiguous: rival) |e may be translated as: This teacher / This is the teacher. However, if ambiguity is to be avoided, the personal pronoun must be inserted: This is the teacher. This is the teacher (). ia le The demonstrative pronouns |. and 2l® have a small | above the -* when the words are fully vocalized, which is to denote the long vowel d: hddha, hadhiht. However, in modem texts this | does not appear in the typeface, Sentence structure 2 = The subject is an indefinite noun (-S3*) and therefore appears at the end of the sentence. Adverb = noun Here is a teacher. Prepositional phrase -noun Th 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 Pi ‘ retained, but the sentence begins with the interrogative particle * , or rarely {.18 Lesson 2 Is he here? $a AT 9b 5h fo Is this big? SoS WaT a5 Ua (fo In case of alternative questions the alternative particle ff must be used: Is this big or small? Spice A aS hia ‘fo The interrogatives ls 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? Seles (Si) 58 A 47 In sentences which are introduced by a verb normally the interrogative \SL* is used instead of Le, 3.3. Agreement in gender 33.1. There is agreement in gender between the subject and the adjectival predicate, Teminine subject = masculine subject = feminine form of the masculine form of the adjectival predicate adjectival predicate Z The cupboard] the oe al) Gell house is big. - : bl) aS Itis big. was B el) KS oe This one is big. wed WO 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 lis «ols « y or .,4 should be chosen as a predicate in a wh-question introduced by + or ¢y+ is determined by the gender of the persons or objects referred to: Whaat is this? Sia Who is this? Sa Who is he? pis when a masculine is asked about, What is this? Soca Who is this? Sede Who is she? eu 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? Spay GA What is the sun? Spal (ge Who is a/(the) teacher? Splancdly oA Who is a/(the) teacher? Selea(Sl) Ct A 4A8 Agreement in gender is also to be observed between the verb which introduges a sentence and the following noun: The masculine form “2 and the feminine form “i si may be used for indicating existence, ie. “there is": The teacher is Here is a teacher. Here is a cupboard. In interrogative sentences introduced by ISL: the masculine form “i What is in the room? TBlall 2 doy Ile 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, ie. Ry 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 Ry, but is mostly a prefix (2 ¢ ~ « +), The word 03-4 is not entered under Mim in the glossary nor in the dictionary, but under Kha’, the word clGes under $ad, and the word ples under “Ayn. V (including the vocabulary of Lesson | and 2) father sul @ of | Welcome! Take (it)! (m/f) I gde [1s | now brother 341 C1 | also, too sister lel e cot | where earth a Llc (eit | Paris Allah, God | not bad by God ably | door (prep.) to | house mother (prep,) under (prep.) in front of (loc.) down, downwards 1 good, “okay” you (m) new you (f) wall you (2™ p.pl.m.) oat sitting you (2" p pif) Sst | beautiful Miss set apparatus, device “fig: Hello! ty | SE | tv-setvideo-recorder etd ~ good oc garden Glue ¢ Rae letter, character Sy ee bathroom lg he Thank God! a Los) situation pte de cupboard ie wl Bly good Tam fine. at Ido not know. gah Y radio Sk ph ob man ‘fig: Hello! bed ceiling peace Peace be with/upon you! So long! name; noun Mr. Mrs. window Thank you! the sun bag health morning Good Morning! (answer) lamp friend friend (f) sinall, short table doctor doctor (f) kitchen student student (f) long, tall good Ore pt hg tale teacher teacher (f) (prep.) on; upon. (prep) at Thave you have (m.if.) family room girl Fatima (prep.) up, over, on top of (adv.) above up(wards) (prep) in old progress short, small pencil moon22 Lesson 2 Cairo who io big (prep.) from, out of book we notebook 5) is cole ul is clean chair ee o 2s yes telephone call a pile ASK | sleeping how Hello! How are you? (m.) this jhe ~) this () ool (prep.) for Give! ob for me interrogative particle nr no, not they (3 p.plm,) = So long! they (3 pplf) irs table; blackboard here la what there Bus what (followed by a verb) he im when she io city, town. and 3 Maryam there is a evening paper Colt) 33 ¢ Bay Good evening! seplelee | diny we (answer) ogi clas | Japanese elk (prep.) with & Text 1 Cod! eg ee by pyle Aad Cod gi deg erry oF Call pose OY thee Lite Coal ply plans eabey JRE HU aa by 5S Abs Ge cr Ab Ufy tb CHV y dnb AW, Shey Bk ytd Sle y ped poly they oT ney Fs Ub wae ME y ed Clary tebe Oy pilLesson2 23 Text 2 Ay pAb AI Pe ye gle eae sezt be lu SU AS poll Clee lee Ls cle p tiow A deol pte UF ay yl cle tee FOU Cal ephtowe Sed AS aul BIT say Gaeall GS ty Ue fale JE GS) LY ISS tay GAM GS y Se Coe UL oe A decal poe pay Bald) OW ye tee §abb GS tow wa dead Cte A et FeabU opl tree ie weal BA ter Scag GS tows Sele onl eS y tear tele Gayl ly tou 1 gl Goal Vidoes willl dy MOL ab tet Radel Qe tao Exercises: Exl (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: BB it ge S Hye hte Glee Geen Ce nplor GE Cloer cat PN Bh yy ic Rad phd DLE chee Og jill ler Gadd GL24 ~~ Lesson2 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 (J}!). Ex4 The teacher reads the words of Ex2 with the definite article. The students repeat them and add the preposition ¢ to them. Ex5 Same exercise with the preposition 3. Ex6 Same exercise with the preposition (Le. Ex7 Same exercise with the preposition el, Ex8 Same exercise with the preposition Le, Ex9 Same exercise with the preposition (J. Ex10 Same exercise with the preposition 23/5 33, Ex11 Same exercise with the preposition J. Ex12 Add the appropriate preposition(s)! cat gta. bE ed, Lite eh pbill well. Me thee tly) ne gual) a all alll dat + dos! a CoD BALD ON asl ee dee abe) el SI ipl » Albi Wyld. 5g) Dylha oS) tas... Ex13_ The teacher reads the following words: cesdawdl gery thle Cy ee Older Bc bade ge S deal 6. Answer the following sentences with “no” and the antonym of the adjective in question! cet oY IES cred ad 6 Gar ey Sue fe28 ~~ Lesson 2 8 ye li Hane be BS Bb Sus fo Ads Cs) ase Ja 7. Add the appropriate preposition! . . Geil calle ge ill. gles ashi... HS 8. Write the following words in transliteration! ela ADEN eo cal Lee peli call ge lethal ol) «es[Lesson 3 SW Cw yt 1. Number (211) Arabic has three numbers as far as nouns, pronouns and verbs are concerned : singular (2,245), dual (25h) and plural (amd. This lesson will concentrate on the plural of the nouns and personal pronouns. 1.1. The personal pronoun sg. pl. he ‘B they (m.) as she a they (f) on you (m.) ct you (m.) oat you (f) you (f) ‘at i ut we ee) AI The auxiliary vowel for p-® and pat is Damma -u (ef. Lesson 2, Gr 1.3.2.). As to the order of the 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, and the internal, i.e. the sound plural (dei got and the broken plural ( oe Sl >). The external or 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 © 5 na) for the masculine (qh su co) and the suffix 2} ~ (at) for the feminine plural (Jl 24 ga) are added to the singular masculine form. [pI m. diligent teachers muéallimiina mujtahidtina £ diligent teachers (f) muéallimat mujtahidat30 ~~ Lesson 3 Be a diligent teacher muallim mujtahid ‘a diligent teacher (f) mu‘allima mujtahida 1.2.2. The broken plural has many patterns, of which we mention Jl fi°al and lst afl here (see also Lesson 4). 5. pl. rajul eS rijal Je) tawil Av tiwal Jb galam ? aglam st GA2 Since there are no specific rules regarding the plural forms, the student must leam 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 letter @ for g-s> (= plural). If several plurals are present they are divided by a comma. Acin front of a word will indicate when only the plural form of this word is used. 2. The Adjective (4dalfy 2.1. The form: each adjective has a masculine and a feminine singular form: ™ Jb a f sb Sagat as well sound or broken and a feminine plural form: m. Jib os £ usb oes 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 the new room a big house anew room @A3 The final Damma in Cdl (al-baytu), 3 (al-ghurfatu), 5) (al-kabiru) and 5-y-.-} (al- jadidatu) and the (Tanwin) 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 eS t the big house singular * Ses in gender : The house is big. m, the big house m. The room is new. : _ the new room f Kiygindl Ball If the adjective has an attributive function, there is also agreement in state (i.e. definite or no article) the big house definite the new room definite a big house indefinite anew room indefinite and in ease (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. Dylighee Okeif The teachers (f) are diligent. nau The men are tall. Ob Of attributive: the diligent teachers bo pigdel Olaf the diligent teachers (f) Colgnt elf the tall men Obs Bef tall men UGb OE, If the noun denotes a non-person, the adjective takes the feminine singular form, both when fulfilling an atiributive and when fulfilling a predicative ction. Strictly speaking, there is only agreement when the adjective is used as an attribute, i. 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. BY bf The pens are new. Bye pdf attributive: the big tables 55h LY bf the new pens Kuss GUF 2.5. If the adjective is used as a predicate, the subject can be replaced by the personal pronoun.Lesson3 33 ligt & ule ER Wat tous OGY In the last two examples above (.* must be used because vw yb and pul are regarded as feminine singulars as they denote non-persons. 7 meal, dish est ¢ ast emirate LL HL} Daddy uy bus be uk refrigerator (prep.) after (temp.) country eggs (coll,) ‘Translate. Tunisia, Tunis cheese Algeria university diligent station shop milk bread bakery shop vegetables school shop I goto... marmelade butter Saudi Arabia sugar Sudan Syria market street right, correct airport air-plane Traq honey juice capital city great Oman Repeat, lunch Maghreb, Morocco mistake, wrong Ue oc oe wee lg le ole sb Bil be ee wie g tae bud eset | | eh ela ere! boil ¢ bi34 Lesson 3 breakfast ogi | Kuwait fruits S\,5 T HFG} clothes train se yh43 | Libya few, little Oy © Jali | for example coffee 3545 | Beypt library, bookshop obese 1S.| yemen many computer We ool eG today Text 1 tall BPS BS Spay UG a pte Spy Lydall pte dary BaS HtoS) ooh ame Late cb de gig BAF Le Fly) oy th phy Lida gj tI! A Se ets” Lary Ojlary oll cbr Lily wt Lad abana Sey Shy hey Sy eel SW 4 plier Fyre Sy WI, pt ot be Bt OL ope AL Meal) Sy ey 5° Ulan tated) Lees rps Lady orally spray isis Tally We prey craally Lerrery vial! 3 tb thy ttl abe oe Uf oy Sy OLLYIy Text 2 cll wel cle ee asl cle Ml GU GS tae FOU GS y a dood! poe iS! PUL ool je UT cally eee yd 3 Ml TELU op toeLesson3 35 aya oe 2A Sy seall oul iow goles B yyhill —3¢¥ Segdl gleill ele towe Sey ely dts oes any te Ball by oly Sya3 Dylbi le pd bday Sis Segetly KEN of tae bali) 3 Cabely be St) el Sead Bega cal fa LS teow Getty ped) gf CAS claall dary cad 3 Uf clnall Bigs 38 slowed) Cd) deal! (3 UP ite RD ee 2 UDI a toe Exercises: 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: Jey- Jey ole ale libs tte GY sll - Uylbi Oyalnadl — plant deed - oJ e641 - La oles ~ ane Sli Lall — teal Ub - asl put - OY gl - Dyle lab — aad Ub - aut lant! - densi OL - LW Cle = Ba yoke Ais - YSE lal — al oust - ast36 = Lesson 3 Sy — at Blyl — Gy ell - ey Clarke — dele eet - Ge Ode = Bde Clas - thaw he - He bel - Gel Ayes — Us HS - eS Oj — Op Ol sl — 6 fle ol jes — Uae eet - go 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 Ex! 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. had — a oye — 2S INS eS O glgimes — Lge yb - Jere Opleor — Jaro door — spor Ogle — Jubb Je - phe Ogder — der elie — pie plasd — gua layed - Gas Ex5 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 Exl-4 in the singular or in the plural and an adjective in the masculine singular. The student forms an equational sentence. phe tet) < ope ~ ta © Dhar OWA) << jer - ob © 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 edges yh olgtee for ® sBdyslor oe < Baader BY Ex9 The student answers the following questions with @ or Y: SAUL cles cbse gine (enor eee) gn Cal fo Shales Ub cab cidgoms dar hyde) Ba S cul a (Og Og eS hyo cD phgeer Glee) SL pal fo (UL obits le colons oil ahs) Sa f fs wee Ul es < Ve Gil fe AUIS) = 2 Giada oat fo 2b ord < My ,aF pal fe WOW yedigp

peed) Chae cay all cys po Ex19 Add an appropriate adjective to all the nouns in the vocabulary of this Lesson. Form first the indefinite and then the definite form. dar IST << ast > iedidsy < Usy > 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 Rall ob anal e pteall LAK gS UT EAT bel Ble tog ne cod ct) tt Sy iy et Sle dened 3 Oligen ell SUL)! 3,5 Otel Ripally radly obey ely By BS Gl Lb jaa 23 be Syl ALY! gr Si slb See WyUbl de Sutty elelly B ygill B21 SI 3 Gaedly Led y a sSly GS prally DLaey Tally Dopedly U2 yeedly erally Gi gsy seedy pany oes 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. Lstotlt ptotdtl Gt gto 5. Sse Ste Stst4 1. Sotltot ptt ptetdtl Ot stl 6. tystete 2. tt ytlt be J+! stdte ste7. the Stlte SBrygtsty 3 SeetltdttJdH Ete 8 Utythtotdt! orgs 4, 2, Read and translate the words in 1. 3. Form the plural ofthe following nouns and add an appropriate adjective, les ues HST Bal y han ye calant cee Cheer os ple Aihe ey Cpe ayn ange Gye «ie va ee, ————r— AST duly ele lb dale th lS we 4, Form the masculine plural of the following adjectives and add an appropriate noun. Ce ae te gta Gena ig Ca Calis tld ate (haere Ga 5. Translate into Arabic. ie 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 moming. / Good evening. / How are you? / Good bye. and the appropriate answer.40 — Lesson 3 7. Write the following words in transcription. eget So Byles LSS Cpe ane Ctl all adel Ble GLY LL Sele eal ce BLAKE ol gl Aas 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.Lesson3 41 Peculiarities of Arabic Script Examples Printed type (Naskh) Soript (Rug®a) ole Jia uly ail js Sus Mui thn che Uy Uylb aye te oe pls we es bys dy ? J Ye a oe ow ” aa y ¥ Scie poet ASHE pDLell G bs os os jee JliaeLesson 3 42 Alphabet in printing (Naskh) isolated position final position medial position initial position Jvvwa Sobob4 agagad ah Aaa aL 3 3 - + y se ssas bea4aaa b44444 1TAyIAA wo vos 4 a 9797 e9 ° jes dyddad¢ aM 4 al 4 yy43 Lesson 3 Alphabet in script (Rug‘a) isolated position final position medial position initial position a4 a ya Juyuia a4ddaa J a4 qq: VV SSR AA VHT Ayah dda ood SN {ddd dasadaias oe ald ‘QyDWUDs OY LC a¥ lel al) legless yO | yrLesson 4 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, R 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 (2~ ~ 4), the meaning “to go” in the root DH-H-B (w — — 3), and the meaning “to drink” in the root SH-R-B (- 5 -\). 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 CS) = he wrote / has written KaTiB (ss) = writing; writer, author KiTaB (ots) = book KuTuB est} = bodks maKTaB (wos) = written; letter maKTaBa (Ey = library, bookshop 1.2. The Arab grammarians use patterns, which they represent by © for Ry (1% Radical), & for Ry (2 Radical) and od 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. fatala is the pattern used for the perfect (3 p.sg.m.): ‘fil is the pattern used for the active participle: wer ‘fafil — is atypical pattern of the adjective: PareLesson4 = 45 Jus | fal — isa typical patter of the broken plural: Ss Juat | afal is atypical pattern of the broken plural: pul A reliable knowledge of the patterns occurring most frequently is useful for obtaining a good command of the language. 2. The Broken Plural (je53) a) 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. AL Regularities in the forms of the plural only occur in some groups of verbal nouns which have the sound plural. Appropriate hints are given inthe respective lessons. 2.2. There are numerous forms of the broken plural. The ones which occur most frequently are the following: Ji Stat dys The following words have the pattern J coe cee Se bob bee pb be @ te TE ‘The following words have the pattern J aoe Su ctl ch atic Boy ile ob ‘The following words have the pattern J 93 : 3 Sy ¢ Bie ote 4 A2 Other pattems of the broken plural are the following: Qs B5G5 BGT Ls ps As regards final Damma, see Lesson 7, Gr 3. 6s «Jit abst oth gd gs 3. Declension and Nunation 3.1. Three cases are characterized in Arabic by means of the three short vowels: -u = nominative (e257! Ue), -i= genitive ( “mall | wLZyh, -a= accusative (Lai! Je), The signs Damma, Kasra and Fatha represent themselves in vocalized texts. n. | the new teacher Label (Lesh | al-mu“allimu I-jadidu g. | of the new teacher seat) @latll | al-mutaltimi Lejadiai a. _ | the new teacher sonst oLaASF | al-muallima l-jadida46 Lesson 4 n the new teacher (f) al-mu‘allimatu l-jadidatu g. | of the new teacher (f) al-muCallimati |-jadidati a, _ | the new teacher (f) al-mu‘allimata |-jadidata 3.2. An -n (Ninn) is pronounced after the case endings -u, -i, -a as a characteristic of indefiniteness. This process is called Nunation (:, 5). Consequently, the endings -wn, -in, -an are formed. Nunation is expressed in vocalized texts by the doubling of the respective sign that represents the vowel: “or = -un, , Indefinite’ nouns in the accusative case which do not end with 3 (Ta marbita) terminate in Alif, which, however, does not express a sound quality. =-in, =-an n. | anew teacher Ste © i muallimun jadidun g of a new teacher ue plat mutallimin jadidin a. anew teacher lyase i. |jadidan n. | anew teacher (f) Kuuas 22 | mu*allimatun jadidatun g of a new teacher (f) Se ile muCallimatin jadidatin a. | anewteacher (f) muallimatan jadidatan 43 Certain Arabic words have only two case endings because of their word structure, some even only one. @A4 A considerable number of words, among them ‘many broken plurals, donot terminate in a nunation, even in case of being indefinite, e.g, Llyl% ) All prepositions are construed with the genitive. MO Sot yO BF Ot pes oe db Ley so “with / by means of” and J “for” are written together with the following word. Additionally, the Alif of the article is omitted after do: & SMe « pl 2.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 German oldie gui or a that is if (prep.) with, by means of; in 2 appr.: Congratulations! 14 ~ (collog.) LAs answer: God bless you. G13 AyLy alll very * he leather ale [aly ink oe modern, new Sla> a Ss bus-stop lel daw lesson, class hour vibes study, courses, classes he ble I went you (m.) went you (f) went Isaw you (m,) saw you (f) saw convenient novel ruler tree Tbought you (m.) bought (means “to get up”, . ¢3 means “to “to rise against sb. or sth.”. you (f) bought ee clever whe cee medicine (as science) cb road, street ob Tae number olisl @ aus some, a number of on be Arab, Arabic, Arabian OE © Le that means * Tunderstood oar) you (m.) understood OSs you (f) understood es dictionary about, nearly I wrote you (m,) wrote you (f) wrote writing writer, secretary written; pi. letters faculty eraser left (side) to the left right (side) to the right50 Lesson 4 4A6 The Alif in 2224 is a Hamzat al-was! and is rendered in the vocabulary with | . Hamzat ail-was! in the interior of a sentence is to be found in the article (See Lesson 2 Gr 1.3., in the imperatives (see Lesson § Gr 2.) and in the verbs and infinitives of the Forms VII, VIII, IX and X (see Lesson 18 and 22). Text 1 aie cee Cail cp HB ois Text 2 + ol sal onl Sue aS Steers Stal teat SEU BS Sely Weal er tee FAS) BS y LS them wee We Faptal) apd Sy thaot Tie any eer ell cdl pe Wye rdeot ths Sly alll es Sel thane I Gea of uot EAB Gh ey endl oS Slee gy SU cad Lie Ne tee ae bj) sl tear DLany oped I) pS) Jowall tie y jlo Fomegi Je ole!Lesson4 51 creed cS} Sle yey SU cad Mie I Le oe ge hai agi ops raat ee SLB creel ot] SI Leal suey shel LEA UY ony Let thee 5S) bao wpble al aly eng cil aero be tee DL GH SE el wall Jy AL te Exercises: L1 Add an appropriate adjective to the nouns in Text 1 which do not have an attribute. L2 What is the root of the following nouns? NGS ALS ec yd had esl LE Lame dl Geto coltb plas dade Oper Med Gl yy L3 The teacher reads the following nouns. The student repeats them and adds the plural: et Be tel eer ALS NS ely ILS guthy aS lb BL Ud Bye Opes cles L4 Add a subject in the plural to the sentence .. dye) (5 4 95 “There are .... in the city.” Use all appropriate nouns that you know. LS Insert the correct prepositions in the following sentences. Choose the prepositions from the list below. Be de gl er id ion wis Le. Gaal 2. Cd iad) ../... bre cul, Opell on ULSI ea a3! deed, eed fe Sl . a vs aby ale L6 (Homework) Form a sentence with each preposition given in LS. Prepare the sentences in writing for the next lesson.52. Lesson 4 G1 Replace in Text 2 - where possible - the subject of the sentences by the respective personal pronoun of the 3" person. G2 (Written homework) Transform the subject which is given in the singular in the following sentences into the plural. Pay attention to the correct form of the adjective. Vier yy Se ) “that”, after which the noun is in the accusative: The friend has written that ap as yah OS Muhamined’has srived in Berlin “S28 oh choy Mee Of Gate CS" T have heard that the delegation Tn arrived yesterday. yt fog 5 _ 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 O', subordinate clause | main clause wide | S| es Wwe a ea ese yerb__| subject | objective clause [ subject verb ath 4 4, ° “ws i oop oe oe verb subject objective clause (subject +) verb 4.7 As a 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 follows © in the accusative, as is the case in the verbal sentence. The predicate remains in the nominative: . “Thave heard that Mubammad is ill.” any lake Of net60 Lesson 5 3. The Nisha ending (icafy 3.1, The so-called Nisba ending is (. f &, (in transcription -1, f -iyya, with Nunation ~iyyun or -iyyatun); it is added to nouns and various verbal nouns (04424), 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 $ and ts are omitted when the Nisba is added. Lebanese; a Lebanese Lebanon Syrian; a Syrian Syria political; politician ele ey policy gold(en) cad > a gold A8 Details about certain changes of sounds which occur 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 Nisba is often equivalent in English to constructions of the type noun + noun: DE > ei + OS school-book, textbook ye. trade relations Vj DUE > 3 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: GA9 Some Nisha nouns or relative adjectives have a (collective) endingless plural: Arab (adj.), Arab(s) 252 | © (oF / Arab students 25 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 in the plural ending & , or other Nisba nouns which have a broken plural, eg. Jat pl. pl “pharmacist”, SF “5 pl Al jf Turkish; Turk".Vv other (m./f) _ Spain Wey} to cat ust Germany sult yesterday wl that (+ accusative) “of family, relatives Portugal program Great Britain after that Belgium Poland (prep.) among, between trade trader Turkish tired, exhausted, collog. ill meeting republic talk; ee 2 also: tradition of the actions and sayings of the prophet and his companions news gel coe to exit, to leave roe Denmark SUSI disco See that (dem. pr.) os to go (to) (dl) ss letter dkny ¢ we 2 to dance vy LessonS 61 dance hall bsily & cally center Sire oy Russia lw) to ask (about) (os) 2 dle Tasked him, au to travel ple Regards to (Ahmad). [aah (le ol Give my regards to so... ~ (fem) we ple ge diel to hear so., sth. soe politics dudes political, politician OF et le Susan) oe ‘Sweden a pell Switzerland eee to drink sth. soe eastern, oriental oe firm, enterprise, company OL @ WS pb month wel ont oe thing, matter tel & eb appr.: May you be well tomorrow. (parting word at night) ~ (fem.) (answer) The same to you. bal op city Lele ena pharmacist dale ¢ tbe meal daabl & phe restaurant pellas & pala to know so., sth. Sods to hold (conference); “8 Jie to make a contract relation whe we62 Lesson 5 sites Twas : es to work you (m/f) were es es work he/she was cas / os (prep,) about, over Lebanon bus France tasty A to do sth. Hungary a eal idea once again wel iy hotel ill, ill person Ye ua Finland wine oo (prep.) before (temp.) Norway wy 7) reception Austria to read sth, Holland ass economic | to arrive (at, in) (dy des Itold him. to put sth. Aart, you (m/f) said home country obey e obs he/she said SIU / J} delegation yy zy to write sth. 2S Text 1 Shaw! cp Walaa Bye Sat: ely Ua J} ened od Ut uat pe, Sy WS GS MWe GS rate Facil My Gesell Gy Gai) ad Ub SBE We Be adh Lead olay whey Aisha ox Uf 2S Leet Se Ol OW Ae fad sSLby fad ge al US sary Of carry OL! ola ye JE ge olen! Sa baie Ly Nush ge 9 Vee Sam ope CaS y ty pl) Oly Ola ode oy Say A yletlly Holes! Odd Lal BSI Sy global GIT Seas Ly SAI plat Lal Shay (Gt Liab Llsty pala J Lia aall ge Cothl ate y welts tp ISM sary ldoLessonS 63 Text 2 dal 3 wblcle Ile saat Sia cil lel tee See GS DAN SS ea gat raf Se as & atl ae ul let Stes of Al Se cael Sf hey Oj pe Of Ce Saad OS of Getty te GES Gel tee Sqeowe hia fo Susi Bai 3 ON ge geome Ibe oad raat Sal Ga aly lee Sp Lady Gail ge Low pt oll By Gat Y Oj pe er ed ES eal cal wake Soe B clea SI ead y ad» Seale Sel il el feds tee sRagall Sf a pall GT OW, ell ole dle ge Gud GIL a cael By Ue clot Sua SOhme9 pet BE Aad a bly raat fe se ee soot Ball Sp Ses ul Slr 255 Luasf ode tee ine deb ley edt eo gud dy abe Ufy wae de emai the de gale DL coal I ee abel oe city tee Exercises: 1 Put the correct form of 2 y in front of the nouns _ gig. okadl ... wGpball ilo. 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 Ap SEM. eBoy oleh. Gaal tLe. call Guball. EL Osea aA SP OM eledl Sy UU ial lal Saat... oped dp tll... abel Wy JE. LA Put the proper form of «25 in the following sentences without reading the nouns and pronouns in bracketS. . Cheat. ah) Ua ole A, badly Lg GUS... (UI) + A) BANS BAN. (oA) Ca) de Chall. (AN SI de Bats SI LS Answer the following questions. Salt 55) fey oof Ul Seal ee She Ny cued be Steal Sy} ced fo Bees of dl NBS a8 oof Ll Sey all ogi obey col Uy Seed ca pe oe Qe Sle NI OAT oh Uhh paaet fe IOS canes ol (SL all ct Sela aly oof SEUS GLa fo Lee Yl aie ot Solel pet oof ope Syed cyl Sf SUS bad oye Sle YI oI Jo Sle Sted cp ar SUS Oe So pall elie i 15s CO jal ye Co pul IBLE Pe pal Le Sy gle oof UL 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: «pf cISle coe e+ cepa cot of ot col db Change the 1* person of the verbs into the 2" person. fb Joye << ae I Sols << Sots SUS Capel oof ga Opal Ge WUE Capel US AF gel dy oS Whey all oS gt Gobo Ube LB opal Sel OM ope Aa) at oaMabl SJ ag hey jhe oy by ods Leleor iy wl ob I code Guill J) J) ed te BAS Lady ASU) le IS Casy Gaal SI Lynd 32 Ole! SLE LL, Gye US Jad Bue hel cae oto ee ddl ba bia! er PIN cle U llly pl SU da gi le Clea bey dL Ag pl) Old Gy oyd gl obey lad! le cob L8 Add the Nisha to the second noun. ye dh << e-O ™Lesson5 65 ~ ME pe ST tl = F Laer) Ge le — OL IE - ODE Raysgt ope — Gest WLS - Oyele SA - Gb il all -— Gb il Pam Sap nt Bye ee G1 The teacher quotes personal pronouns and the students add the proper perfect form of the following verbs: wey late | SST] oe | Ste | Ji) oS | ae | os! Jes BLO G2 The verbal sentences given in the 1* person are to be changed into interrogative sentences in the 2™ person. feUsle fe < ds Els Of cone le cee pt cee ley Cet ily Ca” Le NN eer” Sh 8d IU of ei,6 aka Cie a ie dy dt bes Shall iy ayghofofs le ofs bt offs cad! U1 ,03 CrUbll of cae tke AS ody SI bes Grell eS gad as tll Bla «spay eed Gaal UP ad. ly dp obey tla Sp ehey ple J off dle J yd) Capel ola caf, pany hed cota UJ eas thes dy op ctl a yg ee dt ost ep Ie st ee Lely @ ple Lela! wie Op g he. Gele GAIL Since al. “to travel” - although differing in structure from Jad «aS «83 and the other verbs known until now - is conjugated in the perfect tense in the same way as the verbs mentioned, we use this verb in the exercises as well as Cui) «22 jl etc. which you leamed as vocabulary items, G3 Same as G2, but starting with the 1" person plural. We Nes ie < Uj © G4 Same as G3 but starting with the 3“ person singular masculine which has to be kept in the interrogative carat Dee NOS feo < De SN oS (The sentences with <1, ee | ‘must be omitted in G 4; 5; 6.) G5 Same exercise, but starting with the 3 person singular feminine. G6 Same exercise, but starting with the 3” person plural masculine. G7 Transform the following sentences into objective clauses introduced by OF, egal Sp aby bey ot epiglcley phe peal Alar 3 al SS Be Ebel SU cat y Up LALA gle Lele! obi cate BS ogy hey abd J) all ley She d) Gall cle!66 Lesson 5 Start the sentence with one of the following main clauses according to the objective clause you wish to form: ae Seine fo LS fede fe det Cable < ee ® Do not forget that the word order changes after &t in verbal sentences. C1 What are the names of the capitals of the following countries? seer ALE als sh lie yy ltd y Led b Lily lds Lane! JW pl lbhe] Sab oe pall Answer as follows: sgt Leal tack C2 Write your name and your address in Arabic. C3 Prepare a dialogue according to Text 2 for the next class hour (greetings, questions about past activities, good-bye). Final Exercise: 1, Fill in the gaps with the correct form of Lo. eis LO geladl , spalall Spat... dled... agi. dial. see Sh eels Get dP OUI 2. Fill in the gaps with the correct form of © -2. Spl Be CL. OUI Of bah OS ell Ube Of caer BSS pep ne rail 9 peas. ould Scie Koll coal) eo Bygill Ae OF taf OS oly All. ON Of cae Teall 3. Transform the second noun into a Nisba-adjective to get an attributive construction ~ Opal ale — ¢ Leal he = Lb nt = Oye ee = Bales — ODE a we = GUS We - Caf il all - OS cold 4, Transform the verbal sentences with the verb in the 1" person singular into interrogative sentences with the verb in the 3" person plural masculine and translate the answers. die Lot cae he oF OLS casy Gail dl ches opal G ebe ple gel ABMS eed) Aes lS pt G cles Gull ge IL. Ailes LAbG Of cae Age Lub gabll g cist Ab yb Ley oS .ayall Ula de HA) one yLessonS 67 5. Translate into Arabic. Good evening. How are you? I am fine. How are you? I am fine, thank you. Where were you yesterday? I was in the university in the faculty of medicine with Ahmad. What did you do there? I read books and drank tea in the restaurant. What did you do in the evening? In the evening, Iwas in a disco with Ahmad. What did Ahmad do in France? He wrote many letters and held meetings with French companies. 6. Write a list of words in the plural having the pattem structure Jls! and Jel 9. 7. Write the following terms in Arabic: equational sentence, verbal sentence, perfect tense, number, singular, plural, masculine and feminine.Lesson 6 perl! Go yl! 1. The Genitive Construction (1da/2) (#5)] Stall Sualf, A noun cannot only be defined more closely by an attributive adjective, but also by a subsequent noun in the genitive. The relation of both nouns to each other is that of a governing noun (nomen regens) to an attributive adjunct (nomen rectum) in the function of the 1* term (Stall and the 2™ term (43) Lally of an Idafa (a genitive construction). 1.1, The governing word is in the so-called construct state; it does not take the article or nunation. the house of a man bs the house of the man wes If the word in the construct state terminates in 3, the 7a’ marbiita changes into -f in the nominative into -fi in the genitive into -fa in the accusative Pronounce: shantatu I-mu‘allimati Pronounce: shantati |-mu‘allimati Pronounce: shantata |-mu‘allimati the example >" £2, it also characterizes membership or close association: . ¥ arr the member of an Arab delegation ee By Hab and a characteristic feature or a quality: the symbol ofa deep friendship "Whose house is this?” As there are almost no compound words in Arabic, the genitive construction, along with other syntagms, is also used to create word combinations with a stable lexical content, which are roughly comparable to compounds in English. the students’ hostelLesson6 69 In this connection, the translation of the indefinite 2b <4 is not “the house of students”, but “a students’ hostel”. 4A2 Word combinations like “a house of the man”, “a member of the Arab delegation” etc. are expressed by means of prepositions. Particularly the preposition ¢+ (sometimes J)is suitable for this purpose: ‘house of the man 1.2. All terms except the last in a genitive construction consisting of several terms (genitive chain) are in the construct state. the appropriateness of the policy of the overnment of the country 1.2.1, Not more than one noun should constitute the 1" term of a genitive construction - in good style. Whereas we say in English e.g. “the head and the members of the delegation”, ic. two nouns followed by a genitive, we only take one noun as governing noun in Arabic, put the other one behind the genitive construction and relate it with the 2” term of the latter by the appropriate affixed pronoun (cf. below, Gr 2.): Tit.; the head of the delegation and its members obkaeTy 5h ny 1.2.2. The following rules regarding definiteness apply to the genitive construction: a) If the 2“ term of the /dafa is definite, the 1" term, which is in the construct state, is also regarded as definite. Consequently, an adjectival attributive adjunct ascribed to the 1* term has to be construed with the article. However, as the terms of the genitive construction must not be separated (with one exception - of. lesson 7, Gr 2.5.), the attributive adjunct must either follow the whole genitive construction: the beautiful house of the man Neill oO ES or else it follows the 1* term, so that a possible confusion with “the house of the handsome man” can be avoided, and the 2" term of the genitive construction which has been dissolved by now is added by means of J: PW eat Oto This type of construction is rather frequent in modern Arabic. b) If the 2 term of the /dafa is indefinite, the 1* term in the construct state is regarded as indefinite: a students’ hostel70 Lesson 6 An adjectival attributive adjunct ascribed to the 1° term of Jdafa, i.e. to G2, follows indefinite: anew students’ hostel Sue Wb OS The sound masculine plural drops the © if it functions as the 1* term of Idafa. Dy ke with the teachers of the student soltba les the teachers of the student s 2. Affixed Pronouns (hail! ‘itecalfy There are affixed pronouns in addition to the so-called independent pronouns in Arabic. 2.1. They are: pl. sg. a: 3" p.m. = io . 3" pf. a - os: 2" p.m. a. os: ™ pif. ae u. Ip. go (at the end of the verb 3) GA3 ‘The auxiliary vowel after (> and 2.2. The affixed pronouns can be added to © nouns, © prepositions, © various particles and conjunctions (a. o. Ot “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 I“ term ofa 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. ph a their (m.) house his house their (f.) house her house your (m.) house your (m.) houseLesson6 71 your (f.) house your (f.) house our house my house a An adjective added as an attributive adjunct must take the article: your new house fuel SSE 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 in my book Have you seen my book? If the vowel -i or -7 (also ay), usually found as an ending of the genitive case, precedes the affixed pronoun, the -w of the suffixes of the 3" person changes into -i: Ben in his house in their (pl. m.) house in their (pl. f.) house oe 3 The -v or -i following the suffix » has to be pronounced as a long vowel: baytubii/ fl baytihi . The final $ changes into jf 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 Jdafa, but also if affixed pronouns are added. your teachers at / with their teachers Thave seen your teachers.72 ~~ Lesson6 The affixed pronoun of the 1* p, sg. changes into (¢ after the long vowels @, Zand ay. with my teachers felt BG + OT ky G4 Remember: “My teachers” is ¢gale* , and not (5 sale, Bas cf father” and ¢{ “brother” have special forms when followed by another noun in an a or mane suffix: nominative: his father / his brother = ¢ ial [ isi, genitive: his father / his brother = +f / suf and accusative: his father /his brother = eL=" / olf, 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. with him ; of / from among them ; with us The English word “to have” is rendered by means of the prepositions ie «J <& + affixed pronoun. The preposition -s “at /with” is the one most frequently used: Do you have many books? GAG The preposition (<5 is sometimes used in the same sense as “Le, It is an upgraded or more formal version of 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: ¢ takes on the form “J , when it precedes suffixes: J< i « GU etc., except for the suffix of the 1" p. sg.: The 0 in {yp is doubled iF the suffix ofthe I"p. sg, is added: ox J and ae take on the forms - | and - 1 , when construed with suffixes: we we ole al This rule applies to the preposition csi as well.Lesson6 73 2.2.3, If added to a verb, the affixed pronouns fulfill the function of a direct object. Thave bought the book. Thave bought it. You have written the letters. ‘You have written them. (bl lis regarded as f. sg., this is why the verb is construed with L ) Take the pencil. Take it. 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 Alif if an affixed pronoun is : 341. 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 © a subsequent genitive: Pues an affixed pronoun: ae 4, The adverb (Sf) 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 (CL) 45), takes on the accusative case.74 Lesson 6 in the morning © morning (at) noon, midday © midday in the evening © evening in the morning of this day = this morning ¢ ‘Al che in the evening of this day = this evening edi se A prepositional Phrase construed with (3 can take the place of the accusative in some cases: cial p- Le, 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. v professor, master thousand America first (m/f) which (m/f) How much is ... ? ay is give so. so,’s regards second (m/f) the second (m/f) in J eh ast e ou isl ge foreigner, foreign Bele Ae! answer, reply 4 of cle to attend sth. Spam You Spam | UG pam | 3 for (elaborated style of address) lecturer, reader, professor Oy in celebration, party, féte ol g dir government ol gh x greeting ole appr.: Best greetings... --. tary 4b (standard opening of a letter) service bg tle {| fig.: May Ihelp you? to go out o ec» co sincere abe | gale diplomatic, diplomat Os @ (ele sl> class, step, level Age teacher, lecturer ore dollar ol S oY. 2 ticket, card president, leader, chairman, le % id wb manager escort, companion, attendant Oy ¢ i A symbol, sign jx) q Po T want... (sth.) (el wonderful, excellent, marvelous a ly week tl te oi theatre, stage w eer i (stage) play cle ea price dled o Ae journey, trip ed ca tobe on ajoumey, traveling, Oy ¢ ilueLesson6 = 75 traveler 7 : tourist ~ | efices desk CIS ouristic tele s niveau, level ele eee travel agency poll Se 1 chemi: to thank so. for ee S2| Demisty shes to see; to look at a sacs, | @7eP) at (loc. a. temp.) ow difficult language be es midday, noon enjoyable excellent 4 dear, beloved subject sy eB my dear yesterday evening el le my dear (f) king, monarch St a member waiting for y world, universe like this, this way, thus internati there is / are international sl deep civil/public servant, officer, O ¢ Bb y+ title; also: address oa gke zo [sib | employee, pl stat . physics “ clea time period of time oui os, strong, mighty, powerful 3 Text 1 wae JwLy Me Sue wodayy igh 44 Ub cd dps TUS ot sy et fs UL, ype CUI GS ale AM Sh Bert oad Be ll St Lal le cues Rack y Wor UL gh Be pall ode Co) LUM) Lalo 6 pen im pe RPT BE Opel gry Opel gy LY oy So pb Bea, las) Ce BS Lel a Why y thee im Rm pall dey Oa y ie ge db Le Sa 3 pl mgd fe Stel Sy Coals ayy eb GS OW Sp pee y ae ae eee le BL Oy cL, Opell Sue ON Bp SHE yt) BS dene Shy ty ely illy ebay Ch g i Leyva Faker 6 gall fo SaeslL76 ~~ Lesson 6 pede aS ply eng uel tabu te aly chlor thst g uf abel! Hite ie Text 2 edt Seb Gina of Sgery Sal saab i Sal SN Ss aT Ut ces Saw sta Sciyulg wslall g sf oY Sate af J) sobs JI aol last sf Uae yo sdf de> wlll a fUb Ska GES Sy lle abe ap al Thom gi" Na Seek ye Ei pam Ke sla cps Sli Sg ys cyl « Dor Sule Ay ll Ube AS pl g eel 3 eee ot Ss plage Olah do sls fo saab jt ba geey be polly Sosy ally Sly iy dL Ble pa GBA Olay, Lp plas ef 6 ose Ale AS hy Ab ys Ul 6 cree ia pad DL er Se LS ee leLesson6 = 77 Exercises: Li Every student answers the question $02) / G21 Las well as the the following questions: Sos | Vis gut le | Geile / Yana L L2 A student forms interrogative sentences with the following words Bylo aS al S old OS AS ly led GE og according to the structure $lLs (+ ©» “Whose house is it?” Another student answers as follows: Gte ce lie | pdt cy te | age Mia a.o. The predicate should be an Jdafa or a noun defined by a suffix. 13 A student asks questions as follows: Sabb bode fo Coley Ibe fo Another student answers with “Yes”: BBE oe eth age WLS ed or with “No”: Ginbe Wo ode Y inte cy Lie Take the words for the questions from the glossary of this lesson. L4 Add the adjective yim ( 54> <2!) to the following nouns defined by a suffix as an attribute. yah < ge ® egphidee clo par cl (LSS Ge eae cL cL SULT pKa och SE cLgeatler (Ele jue Gagietline (pA lla oF pail L5 Answer the questions with one of the following adverbs denoting a certain time. slab Bec leall Bc mel cel Flee hg clelae WM cle ctadl che AB sl AS clans cg gl cline SCAN cole co ye deen) Ou JS) pao Ble ae S(Blee cig thy ALA e pobly deal! SN Cad se78 Lesson 6 Paclacr| 1b gl) Lie ce (BEM Uriel er ol Aurel any Uel er GL Spt pee SEN eS) ae OLS) SI capt Qe SGSBL po ig elaasl i g) BLE ty Said pam (ce Syl cnet ge SOUS Cae FAUS I yled ce Sr. A nee Hall) Lape A} Nyt L6 What is the root of the following words? | Lae | peolen | that | gales [ES | yada | Sp [eee | cme | [ijt | ae | Clee | Gale | ples | ee ceo AS | pt | Ne G1 Form genitive constructions with the following words. 1* term 2" term (defined) See thaled lyber Ghee ohyf ool ce Le Pt des hyled cI por cldor Col yf Be 2. Bans Blow oy BE OT LT Gee 3. A cae Bye aE oy OS wns 4, AS cls Be age ce dT Bae ONE Cg sp hrs (7 lene (open hake 6, jE coiled flee cole yjlae incle 7. Bee dy Osi Gils cbacl (par by 8. G2 Form genitive constructions with the words given in G1 1.-7. in which the 2™ term is not defined by the article but by an affixed pronoun. eae Cpe eGghye Ul G3 Transform the genitive constructions of G2, 1. and 2. into the accusative by forming a verbal sentence starting with Caf). Bp lglah wd okal ©Lesson6 79 G4 Replace the noun after the prepositions } «le LS 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 1 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 Muhammad? 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. Lam waiting for your reply. Give my regards to Fatima. ‘Your friend PeterLesson 7 elendl vs] 1, The Imperfect Tense (¢ jal) 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 (,2L+l) or future tense (421!) and may express a habitual, progressive, future or stative meaning. SAI 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 w or a suffix follows R3. The persons are expressed by prefixes, 1.3, The conjugation: imperfect/indicative to go to ask isa, toread. | therefore G2" p. pl. m) O558 | Osh82. Lesson7 likewise in os to drink oH io to hear eH Itis win to write ag and iin Oe to know to hold AA2 Verbs with 5 as Ry drop this y in the imperfect tense: bey > ear qos > Ra. Cf Lesson 11 regarding this subject. GA3 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 R is followed by / in the perfect tense have the imperfect stem vowel a with very few exceptions. 1.4, The particle C3's0# or its abridged form 4# (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. / ay ye ae He is sure to write to you. Sod Seca 1.5. The particle 48 + imperfect tense meaning “perhaps” also denotes a future action or event as a possibility: Perhaps, he will write. 2. Demonstrative Pronouns (&jL23)) $le24f) 2.1, The demonstrative pronoun that indicates what is near with respect to place or time is: pl this, these seLesson7 83 The demonstrative pronoun that indicates what is farther or more distant with respect to place or time is: pl. sg. os 5m. that, those was oe ob f. AAA The first syllable in Lis cole ce ga and J5 , the second in tls sf , contains the long vowel @, which is not expressed by Alif, as is otherwise usual. However, the initial u in £19 s! is short. 2.2. The demonstrative pronoun is placed in front of the noun which is defined by the article: this man eo Gs that man this girl that girl these men those men these girls those girls AAS Note that the fem. sing. form of the demonstrative pronoun precedes the plural forms of words which denote non-human beings: i} ee 6 yes) LUE 2.3. The demonstrative pronoun follows the noun which is defined by an affixed pronoun: this friend of mine (ib ate these books of his ga these friends of ours Nps Upatel 2.4. If the demonstrative pronoun refers to the 1* term of an /dafa, it follows the genitive construction as well:84 Lesson7 this book of the teacher Na plas ws ah eat those friends of my teacher Gas! goles nel 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 sll Ia Lous the friend of that girl AG However, it follows the 2 term of the genitive construction if the latter is a noun which is defined by an affixed pronoun: the book of this friend of mine 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 Ida (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Lesson7 = 85 Combinations including ELIS occur quite often in the lexical area: JU “therefore”, ¢LJ3 4) “after that”, ¢ “pefore that”, LLI3 a4 “yet”, “nevertheless” a. o. 3. Diptotes (Oy-all (2 ¢ sath 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) itiptotes eZ eS Jeo 8. s a. Accordingly, the characteristic of diptotes consists in the fact that the final ‘Nin is missing and that the genitive and accusative endings are the same if the diptotes are not defined by the article or otherwise. A7 Particularly the plural forms of words containing several consonants (fav, fa°alil, fa°ali, futala’ a. 0.) and adjectives of the form af‘al, fem. fa‘la' (many adjectives of colour have this structure; ef. the glossary of this 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: auf « 2G.Lof, 3.2. Al place names which end in a consonant and do not have the definite article (except those ending in %\ -ai) are also diptotes (sla, «jae cL), 3.3. Diptotes which are defined by the article, an affixed pronoun or a subsequent genitive consequently change into triptotes by this process: sb eB / eSB / Vv 9A8 Some words are marked with (coll as collective nouns which willbe delt with in detail in Lesson 20 to take sth. =» (deb) 41] food, dish, meal SVS eo and so on, abbr: & 221 d}| European a ice cream me Ls ao aubergine, eggplant (coll) Obei3h certainly, surely, definitely cat sth.86 Lesson 7 oranges (coll,) _ onions (coll) ba watermelons (coll) gece | ahi potatoes ably cattle (coll,) ji green-grocer i balcony beer white among them apples (coll) Cai following (sy Ju after that ~ garlic (colt) es waiter (Fr. gargon) Le Os waitress LG Bele tossit, tobe seatedon de (alt) Gal nuts (coll) 53> hungry che cee pele pilgrim ao ee cre hot (also food), spicy je dessert; sweets zt red life sometimes mutton, lamb (especially) for green vinegar different plum, peach (oll) cucumber (coll,) sh chicken (coll) ¢ler> to enter sth, = (peuy Jos to study sth. > 5%) Gee flour oss without, under ogy [35 that, those ass cub ¢ obs to go (to) (Sd) Cady 5 to come back to dt eS» Ce looking up, consulting, review ely rice 0 bottle ole folky} plant sth. 2 G5) €25 olive (coll) 39°55 toasksb. aboutsth. gee (Jey) JL question ale She to live in BCS SK knife (im. and f) (SS @ Ser salad aby. / dL. fish oll) Blatd @ ele year Oyster ly @ aw black Zloty @ Sgl hagglingabout de 3 GL ge a slant soup buying, purchase apartment, suite form, way, manner in the following way fork expression, term necessary fordinner lta lab weather ab to order sth, _— to ask for sth., to demand Of aw Gb tomato(es) peu “Abd ar-Razzag G5 ye lentils (coll,) de mineral ge Iragi al thirsty ae ¢ Abe ¢ bithe to know sth., that Sts (phe ple to work Ce be grapes (coll,) ae normal open, opened t radish (coll,) Jans mushroom (coll.) ai please hate [fas please (as request) Sai op (¢) Wiad oe pepper i cup to understand sth. beans hors d’oeuvre to read sth. close to, nearby café hall ch ee list Aidol ¢ WE Lesson7 87 menu plea) Aa55 as, like, furthermore i us glass woo As alcohol are t00, also wis meat ceo necessary (for) ) ed friendly, nice tub ¢ i spoon GDL & tal almonds (coll.) 53) colour agi of day and night jhe Od lemons (colt) 2 sa5 period of time bas @ oe time ole he for the first time 3. a 2 apricots (coll) salt forbidden, prohibited et bananas (coll) 53 water as far as ... is concerned to look at the people this, these Thope you will enjoy it. (the food) (answer) meal, dish J Gay lt Veo ode Me ty 1d) Ste liye iy88 Lesson7 Text 1 lis) ue led nl op eB ee GG Suly Bald) duly Ge SL dy al AU! |» af CON GAA SLI, YL J) sy git oS g oust & bt Cotte LN Sy ot ot a lb Lae ory BS OSE glad Ls Beg wale ed ba See argh Ble Rey gpl LSU ol 2d SUE Me} L591 SU Cait galls SSA yy le eS ae Ube ae al eal ob ally SYS dul cpio cle Slip ae rly pte By gel Jabs cle dager yj pe ido OV SE Fah other eles ye pt ed Gate tt he ied ops ae iy el iy si cpbleb cables clot cpg ay DESL sol yl ast Ueglall B bly GBI Joy SI II te GU SU SF Gall Joel oo cule Coal ty Sarl) Ga gi fo WAS ote Y ae af sty gli af, Ged Sem aptly & LES gall ope Cagle ale US tm spel alendy Seest WO iy all OLodlarall Ler) oo pi LT, et) Sh ert eb ll roby bly SY, SUL Text 2 prvali G Giese af ot cla _ 2B ge A! IT oye Base Le LaF OLE yr UF eta oye label LSU Cale Gy gl cline Lie ay FASE Lal ule Be OA,SL Lae Hull ba fas ay LI Oleh Ul Ta Tae fe lieLesson7 89 ak 3 pt dye edly oY foal bly wg Ope Bary ray ides obey rae Lite FOISY) ols Ley Sy Oph By G ptf a —LULr—~—s—s—S pb OUST a els fs abd sly ol gl atly clr tl hy Ft ee dor gl oda ole easy) Say gtdly OED Rat ASy Hale ge ole ge Le Boe 8 SG SOA SLL. aball Lhe gy JST Y sestall Sy psig pahy they tae gb Se en Bh KE Uae wel Stabs fonds ESL poms iby sds pally Chanhy al pt gf COGAN odie deT uf Sa yg3 sf ols ITV sary wtlLeai oye 568 sR ew oe Og $e HAN sf JSS te Sled) Sele BS y Be BS eS ol Maye lee ISVS) Le « [at ey WS yhy Rial Aad os olay di) SU TB yp dl TB pw Ad 2B yur Jl 2B yer hl the et TB yw Ad ie 1B pe Ad 1B ye 1B ye A TB ye dd pet90 Lesson 7 Exercises: Li Define the following nouns by means of the article and put the appropriate demonstrative pronoun (\4Ls cela phe cole fae IT Ei er et G7 Vice versa. G8 (Repetition) The simple verbal sentences in the 1* p. sg, are to be transformed into interrogative sentences with the verb in the 2" p. sg. m. i fs Cle fe < UE Hegel os ANA Shall sap ly wag of of SLEW ots tl of Sls Setey flit ots BLN 15 ody dt hey (ye pall (sty) Sp 8d Gates S85 tthe cued Gal deed oly dl ees spat te sll eyo lai SLs LUI ea pth cole ct, splat dis Oped Ge oo dele pW cle angi] ob ll cist LA cnet pl net ley eS vile aS le Sh os” LeLcetLesson7 93 lel) of cae Sad be be Nebe dy dt fey shall say of caer weed dyed Oa of eae Le Ud) a5 C1 Answer the questions. db ol g/t cel 3 Tab) Cleall | belee (om pts) ots Lie S(plada)) sy celal G(elenlh g / Ehne cath 3 | (ely Clea eee (als ty Ys iL C2 Prepare a paper to say what you are going to do tomorrow. Use the particle Fy» or the prefix .y. id Jatle coos Mp ashe De cad oy cel C3 (Homework) Write down what you are going to buy for the weekend or a party. Consult the dictionary and ask your teacher about regional or dialectal variations for certain foods. C4 Prepare a dialogue based on Text 2 about having dinner in a restaurant. Final exercise: 1. Add the appropriate demonstrative pronoun for what is nearer with respect to place or time. 2 AN all. ol pad Coa (Ogos cee (ond. «ake De Ble Nn OME LS. BL. ca AS. oles! 2. Add the appropriate demonstrative pronoun for whet is farther or more distant with respect to place or time. 3. Translate into Arabic. this friend, this book of my friend, that bag of the woman teacher, the new house of that civil/public servant, the drinks of that restaurant, these vegetables of the green-grocer, this bottle of the friend, these notebooks of his, these friends of ours, those restaurants of the city This is the teacher. This is a school. Those drank the juice. This is the waitress. 4, Transform the verb into the imperfect tense. cae ay pl aU Lo Lal SJ ol SUI hey esl SL all sil bey C————S——SO—OOC*:*é# Melee! Iyade TIBI ches cdl Sf Laeey pall og Calas ad pt dank gst Lays ce AST opt cogs94 Lesson 7 5. Write the following weekend shopping list in Arabic. Eggs, butter, cheese, milk, bread, marmelade, sugar, juice, honey, fruits, vegetables, apples, eggplants, oranges, watermelon, potatoes, beer, garlic, nuts, vinegar, plums, cucumber, flour, rice, olives, fish, tomatoes, lentils, grapes, radish, mushroom, pepper, salt, beans, almonds, apricots, bananas, lemons 6. Translate into Arabic. I will study Arabic for a year at Cairo University. He will live in the students’ hostel. She will write a letter. They will drink tea. No, I drink beer. Will you drink alcohol? No, we will drink juice. I am hungry and thirsty. Do you have starters? Yes, we have a lot of starters. Is the meal hot? No, it is normal. Hot food is good with hot weather. Have you got mineral water? Please give me a knife, fork and spoon.Lesson 8 Atl Goll 1. Subjunetive (sail ¢ Call ana Jussive (@s'#! ¢ sally ‘The imperfect tense consists of several moods. The indicative (cf. Lesson 7) generally serves to express an action (an event, also a state). The same applies to the subjunctive and the jussive, which, however, never occur alone, but are only used after certain conjunctions and particles. 1.1. The conjugation Jussive Subjunctive GA1 Only the imperfect tense has the subjunctive and the jussive. The perfect tense has only one mood, the indicative. The subjunctive and the jussive differ from the indicative by an a (subjunctive) replacing the short vowel u after R; or by R3 being vowelless Gjussive) and_by the suffixes -ina and -ina being abridged. In the last-mentioned case an Alif, which is not pronounced, is added in spelling to the long vowel -i, which has become final now - like in the 3"p. pl .m. of the perfect form. 1.2. The usage 1.2.1. The subjunctive occurs only after certain conjunctions in subordinate clauses: afi ofthat”96 Lesson 8 Lask you to do that (li . that you do that). (fem.) I ask you to do that. (PL) Task youto do that (lit: . that you do that). US | las Of Se alt Y Of contracted Yt “that ... not” Task you not to do that. Tne uy wahe (lit,:.. that you do not do that) 23 (a VE y of CBE JS and (SS “in order that”, > “so that, until” He asked the friendin order, yy =" oP cog _ that he would know the way. eB GA STS Gs He asks, in order to get the answer, Tope AP (lt.: so that/until he knows the answer) AIGA & Sy The negatives are XU or USI, or SUS. ‘The negation (J, which negates verbs in the future tense, also takes the subjunctive (cf. 3.3.). a2 Of is the conjunction which occurs most frequently among the ones mentioned above. The following applies regarding the differentiation between Of and of, which also: means “that”: Verbs which state something introduce the objective clause by means of of (the subject in the shape of an 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 Sf 385 “after” and Of 12 since” take the perfect 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 pJ “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. ad He shall do that, US “aa of 2. The Imperative oat Forming and conjugation: the 2 p. sg. and pl. of the jussive is the form to start from, The prefix ‘a- 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: It is w- in verbs of which the imperfect stem vowel is u: @A3 The imperative of the verbs Rj = 3 and of some verbs Rj = | is formed without a prosthetic ‘vowel: + “Take!”, | IS “Eat!” (Cf. Lessons 11 and 24). Negative imperative see 3.1 44 Another mood of the imperfect tense is the so-called energetic mood to express emphasis. It is formed by adding the suffix ¢- or {~ to the imperative or jussive. However, itis extremely rare in modem Arabic. 3. Negation . We have already become acquainted with three types of negation with oe A and J. Now a summary follows about the application of all types of negation in use. 3.1. ‘V+ imperfect tense = negation of actions taking place in present and future tenses: He does not do that / he will not do that. as hea ¥ @A5 If a verb form having a particle of future tense is to be negated by Y, itis only possible to construe it with Byu: JUS Jade Y Gy “He will definitely) not do that", but not with the abridged form + (consequently it would be wrong to say: Jaime Y). ‘V+ jussive = negative imperative: Do not do that! Do (pl.) not do that!98 Lesson 8 N+ indefinite noun in the accusative without nunation = general negation “there is no .. There is no god but God, Mubammadis the} % Messenger of God (the Muslim creed). 7 aie das Y is largely lexicalized in this particular function: dus Fae Y “there is no escape from it” = “unavoidable”; (c+) {2 Y “there is no way out” necessary”, Of cf GLE Y “there is no doubt that ..” = “without doubt” a.o tat dr ysyy ‘itis 4A7 Y also resumes a negation already expressed by another negative particle if no new verb is mentioned: Ld Vy 5 ,J1 4,2 4 “He has not drunk the beer and not the wine.” The double negation is equivalent to “neither - nor” in English. 3.2. oJ tu He has not done that. = negation of actions having taken place in the past: ‘He has not drunk the wine. He has not done that yet. 3.3. (J + subjunctive = (strong) negation of actions taking place in the future tense: He will not (or is not to) do that. 49 The construction with Y 3, + imperfect form is possible as wel for the purpose of the certainty of negation in the future tense: He will (definitely) not write /(I am sure) he will not write. SY 3.4, + perfect tense = negation of actions having taken place in the past: u He has not done that, 23 (fas Gato Le + perfect form is widespread inthe dialects, However, in modem literary language, d+ jussive is almost exclusively used. But there are several lexicalized expressions with L, both of verbal and of nominal construction, like e.g. ( pt) JI} Le “he has not ceased (drinking)” = “(he) still drinks)", > ... bf Le“scarcely had he ... when ...; no sooner had he.... than” a, 0, Lis the panicle in general use for negating the perfect as well as the imperfect form in colloquial language.Lesson8 99 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, Gr 3), is negated by (2). The predicate complement is in the accusative after (y : The house is not big. pS CAS GS Tam nota student. Wb G25 They are not diligent men. Colt Vor Lyte There is no teacher in the room. ey (lit.: (There) is not_in the room a teacher.) our 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 (3-442 2/4) or another appropriate adjective to the following nouns which are defined by an affixed pronoun. adh! Bey yl cL cb SU Lol op Sale Ge ganeles cle phe Gpgtolinn Ga sller cp Sal G1 Negate the following sentences by means of 4. | wills Shail 4 < sels © che Blin bles tle far AUS cde UU Iie US Lie Ad Lie LS Ny het aie Spork Iylee tks Lee dal HUG ipl eral! HU og S = egplie cle par (Ul cls, if gets ALS Lab ALIS fad AUS Pb AUS Odef ul A Gdet bt Lf Vy hell cy pt ela Sf Lped SU ced tlie J} cid 5 small oe caer pt Lae AIST pada GIST pal LIST 3 pal Le 3 pg US bee pnkell Les sles Coe fe pall oo gt tell oe oe seed pal chee Iphey tele opi gl choy al yl ey eal Vso ASM foe ph oe walel Sb tla 0 singh gh peg petogd UB Wye FG Nyaby US pen Cale LUD (ge Vp US aie Lede eedl wey Jew of Gee, G2 Negate the following sentences by means of ¢J ,Y or 4. Bgl oply < Bydl Gal © egal d] Gaal oJ < wdgall dp gail. ©Lesson8 105 US gil < wd ngs OH O peor yoy ags bs uty sedgall US ceo tS Lyles SI def LUS sf ey poh Oy Sew dy B frre _ ANS Bad ay ll aa) Slis SJ aasfol Cb thea Jp Cabiolg G23 uid g CS Ogre SS S18 OSL LUE pgs bl le bart eles Coll Coe SI SP Oy by Bd) S59 Tb fac Aptis UW eied gall J} G3 Negate the following equational sentences by means of Gad. Ngee Cua Ga) < alge CSU) © he Bal oS < dr a) Jes eV pe pth Slate pe Daal G Opell. ale erga 2 eel Ge Bande Lal ode olde OL) Li yt ibe sed als Oyeles clgall 3 ae Sjgrt Ble Ob wa Se OS ose Gael lid Abe abel 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. geet Net GUS raf Sie Uf ened] [Sie dl} Goa) tesla ty 8) Lo, YALU N ghee GL gd Lee Myer af te pet PLUS i] LOLS I pled Lo ell GS NSN pene NS eneST NS ST LSU ecko 194 5) LOLS Lin 13] I yas) Ieee] Wend 3 G5 Transform the negated imperatives into positive commands. US Jens Y Lgl! AUS eG Yk | aSY ALIS Ile Y LOUD la Y Whe J HUG 15,5 Y Wee ye FY Y Sts dS) 1y05 Y Lpalall G6 (Repetition) Form genitive constructions out of the following words. 1" term 2™ term (defined) Bek OL BS ee OS oe 1 EST (Bley Ble cr ge cedF Wids 2. 7 2 ey! Je Mae Oj cg sph dale (oles to pee yds 3, OF lel of lee coh esl dnele 4,106 Lesson 8 Bb hale Olde ld « ce 5. ef Bhs that ler Glee wolyf Be 6. Bah Gye ey a ST OLS Ge 7. Ble ny Osdil Gils cole! «pee by 8. C1 The teacher explains the colloquial usage of “I want/would like to have. like pLe/ 3 jL_¢ (Bgyptian), og" (Syrian, Palestinian), 2 f (ragi), $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 .. ele as | at / (gu | dple cple ut > C2 The teacher explains the question “Do you want/Would you like to ... ?” using the colloquial forms given above and practices them without pronouncing the endings. FOS Syle cif / ple cal lay fools Any / Ad Jas) WS LS) C3 The teacher explains the colloquial usage of “I don’t want question $... 3yle call ple Gal (Jay using the phrases from C2. OAS syle | le ea eee Ue ols sh 2 Oe wfu/y © OAS aie | Y > 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. and asks the 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. , 122 SI psdl Lee (postpone) (fe Y (bigger) 2ST Gug) 395 ce LY = (blood) pl p> (except) Y] (religion) {> Y pall (Je (here: shake hands) ¢>4 YLesson8 107 Final Exercise: 1, Negate the following sentences by means of 4. Bye lye LA Gel Gag dL aS of b Gey ALS ae db Sth op eas all ot oe gees git pb UST Gail 95) ley oe ee SOK of pi eS Io ype (yh yt) EUG C3 plas Agel De MN ee Ad led BS Ne Y ogile clul roy 3 eS Gy G SI Jot ohy peal Oe of Bey Lng BH UII de 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 learn Arabic. We didn’t drink beer. 3. Negate the following sentences by means of ¢), Y or 4. LM pH OTL NS ppd AL Se calgncee SI ] Oy pk Raa) EAU poy GaLsdll U3 eds wld Gel eee eed BIg SU casy eel opine oe ply alg ey col he gel oe coe till BE pS Cal of eb cette wal Sn 4. Negate the following sentences by means of J. ct ns Opies pal uel eb GF siden ey pe Shes ited tb gall 9 UPS CS gate gdb Sly pa Mail welt ge Sal pl 3 padll GL ISU ye wha 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 Shyer | aed | aa all pe a el | OSU be | pel ISL peal @ tL Veet ofS cod! feat | as ghd | tlie SY nas] dle) ST Ost 13 548 CUT ay all Legal face CAL 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 \ egLesson 9 1. The Dual (gh!) 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 » in some cases. L.1. The dual of the noun Suffix: OL in the nominative, :;~ in the genitive and accusative: sg. 8 Cele dual a ockalf & ope a rhe 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. pl. n eran buke 8 tbe pul a ult pile dual a. g a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 with the two companions of the delegation her two escorts with her two escorts A2 The affixed pronoun of the 1" p. sg. if added to a dual form, is (5 : my two friends (slis-Le; (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: : Ola otal’ obtyyadl ot LIF Okugod ovslalf yi gat, fiw otal se 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 The Syrian and the Iraqi government tually eel otekalf Gill, es oles Saif 1,2, The dual of the pronoun: (Both 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 a- | both of them es padiefyeslyou lolly both yoor | Gi | toliot'yeu ct ‘The demonstrative i has the same dual suffix that the noun has: é ™. 7 oli gla. ~ cplLesson9 111 @A3 In the feminine dual form of the demonstrative the long vowel 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 ~ni is added to the 3" p. sg. m. and f. and to the 2™p. sg. m.: imperfect tense perfect tense 3% p.m. y 4 _ one (4s) 2p. (ee) @A4 The ending 0 is omitted in the subjunctive and in the jussive, Imperative: The dual suffix @ is added to the masculine imperative of the singular: List « Sus] (appendix: Table 9). GAS There is no verbal dual form in any modem Arabic dialect, but some dialects have the nominal dual. Adjectives, however, are not attested in the dual in any known colloquial. This is why we, in the interest of actual usage, refrained from employing the dual forms in Text 2 of this lesson in the passages in which, according to the rules of Modern Standard Arcbic, a dual form would have to be ‘employed. 2. The Numerals 1 and 2 2.1. The Arabic words for the cardinal numerals 1 and 2 are adjectives and agree as such with the principal noun in case, state, gender and number: 2.2. They are: 2 T ii. n. Sety 2% we a. uel 4A6 The initial Hamza of OL!) is a Hamzat al-wasl: «4st ‘ply / 341, are not employed as an indefinite article (the latter is exclusively expressed by the indefiniteness of the noun: nunation, no article; cf. Lesson 4, Gr 3.2), but are strictly used as a mumeral: “erly 4S" one book. od / oe rarely occur as an attributive adjunct (they are at most, added to the noun as an emphasis), as duality is already expressed by the dual form of the latter.112 Lesson 9 2.3. The ordinal numerals of 1 and 2 are adjectives as well and are subject to the above-mentioned rules of agreement. They are (if the numerals are definite): 7 1. mm. i mm. Le qb eee gusl ost _ & ut ost J Vt ® Ay oat The numeral adverbs “irst(ly)” and “secondly” are expressed by the indefinite accusative of the ordinal numeral: (U « Y's). 3g < “how much/many” 3.1, To ask about the quantity of people or things, »S is used. The construction is as follows: a) ¢S’ + indefinite noun in the accusative singular: how many books how many men SES AS how many times = how often ae b) -5° +14 + definite noun in the genitive plural: how many books, how many of the books melons how many men, how many of the men JED 4 oS Uncountable nouns or single concepts (usually designated in the singular) are treated as follows: how much time, how long how much meat how much money 3.2. The predicate follows the indefinite noun: How many books have you bought? How many books do you have?Lesson9 113 The same word order applies to interrogative sentences which are introduced by (5 + d+ + definite noun. However, the predicate is set directly after »-S” in some cases: How many books do you have? SI iy Bite | 3.3. »-S can be combined with various prepositions. The following noun is either in the accusative according to the given rule, or in the genitive, in subordination to the preposition: for how much, by how much re | Bd Se with how much/many iste For how many pounds did you buy that? With how many students did you study there? for how long For how many years have you been studying there? 3.4, pS also occurs as a (predicative) term of an equational sentence. The noun - the subject of the sentence - which follows S is not in the accusative here, but in the nominative: How (much) is your age? = How old are you? SAAS AS How (much) is its price? = How much does it cost? Gees How (much) is its height? = How high is it? ses) Se How (much) is the hour? = What time is it? sl An inversion of the word order is also usual in the last example: $5” wel, It is possible that “+4 or (.* comes between »S and the subject, especially if the latter is a noun which is defined by the article: How much is the rent? GN oe How (much) is the distance between .. and ..2 wee = How far is it from... to ..? sia eee 4.47 Ls can be used in the same meaning instead ofthe predicative pS”: Saal) al TL aL114 Lesson 9 ‘The Names of the Months: January Sprian/Iragi git b gS February j March April ot May i June OG be July aa August September October November sey Sas December BU bse a having an article. The Names of the Twelve Months of the Islamic Calendar: GA8 All names of months are diptotes. They are regarded as proper names and are definite without number | name ofthe | numberof | number | name ofthe | number of ofdays | month _| the month | of days month the month (30) ce (30) oe (29) 3° 29) Sie 2m (30) ot (30) 3 ee 3" (29) 10" (29) ee) ~~ 4" (30) nS 0) | SM oid st (29) 12" (29) eV oSl 6 The last month of the year, which consists of 30 days in leap years, is the month of the pilgrimage to Mecca. (See also the summary in the appendix.) The days of the week in Arabic are as follows: UU) | CE | oy: Tuesday Sunday | SaturdayVv t (interrogative particle) soos isn’t it? FEMI ad f antiquities UT t ethnologic, anthropological (=>) |e history; date als g eeub/ e 26 Spanish, Spaniard Asian African ‘As far as (Ahmad) is ...(54)5 ee th concerned ... form, questionnaire be a (mostly written 3 )\eie\ ) English cold tip porter, doorman to belong to so. belonging to thirty snow, ice ‘mountain to collect sth, side beside passport (is ily to order sth., to book sth. & (ja#) jae heat, temperature a> civilization, culture Lg Ble suitcase He & ee to carry sth. Ss (4) de servant (f.) bg ek autumn, fall ae specialization especially low state religion spring education reference book cheap, reasonable (price) number mathematics agriculture wife to fall (down) thick, heavy sky winter person oriental studies to feel sth. to be cold, to freeze Thank you very much. north source (for information) summer Chinese to comprise in addition to floor dissertation Lesson9 115 og sed Dole Jp ole oe ‘wp116 Lesson 9 moderate, temperate hat, cap cle un twenty coming 7s coat village bie uy science, studies glove Jal @ js scientific how much / many pcs sociology for how much / many So biology air condition heels JK information to dress sth. =» pnb) od institute German mark ole dy amedical doctors office i ¢ Sale| tostay a to leave sth. > (ale) yale | minibar ole expensive | de | indian > 2 cue branch CAB ¢ EB] twhaveto,must Of (ale) oo; reel French ope oo Iwas born. section, paragraph; season J yx2’3 euy birth(day) peasant, farmer a Text 1 og Se I oy p53 Se oe Sb Led potty by Be un da ue gue eh MA oe SIS ly se Ob ttt oe BS abe Gul shan hey Lely dy LS ole jill LIS Loeb! ¢ yal op Hall ey A Aly LSI alll ccf col AIS Gast tN) gy al op Ll heb sy ae ee ie ea LBV Sbably 6 AV Vl tilly yy BLY Ela ples abe ly Gt! tap ob SLL ye Lpatady Lelnld oS SA) OL Ul dye B gibe ey EUs ile dp te gy Lays Les glsTy pels ool axl gl ay all geey Lael Sy AS ly Meera y Dbl y Ga BY) GLa Gof soles agell pall UI ple agers oY! aE A) Bled inte Uf wel Sale G anal okt Lede dal tll dey poet Bye LAWS Le jDUI joleally orl Blea Geren y Meat! del Ul el Ge STL ee bee y bhLesson9 117 Text 2 Gail b Pinks at gery Sal pest glass Gull cle seothl cea Bb profola cet uh ypc tie Saks fae vinci! acy apie Gib WIS WE oy be S Git Ue rclL! $i paaall MA 6S iy AY cpp BS Oph peal GAN rest BY Gy (ae le pill Sela GKey pe o———C—C—CC—C—C=“C “EC Co ge aA Gat Y ot ales OW Ay std fra OW Aly Gevall y SLA g Lebey Lay el bing sf IU G baey tS yeh uh ie SUL, 5 tall BN LAT UP jay OL Ket Gable Ga oy Slee Gall Ge 1p bse oe Oly AN Ll of Sle CA Yet! dT nee le fat of ob Gall Sp ob All at of cegif of te AIS Chai os CST pol at en dade ye WG le cif ott Byler ocbn dhe jl bl g5yy oDkM! Ger Uy SUI ey pKeLerl eASYY faye ke FOS er AL op cy ASYL, eo Condi pl iy Si pS NS farce eo Gpolall eal Sue (Se tte BU Gell) By sll padary Jy! GUS!) GSU gabe 220! a ge nena 9 St al Sy abaf ye caf, risctht118 Lesson 9 Exercises: 1 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. cetgall g — Oligall — Slager — dyer © Ose Gg = OEY - Ob - 4D L2 Answer the following questions using the dual or >! 5 / 34>! 4. Bdolyicly Sache < Stlie clas tele pS © wogele She chee sf Seal BASU By ead Bebe le ST (sth See ode cabesy foal J oo 2 S(ake hs citi 3) pall Gombe Seal g ASU G thes B) etal Geter by oF 8( Gill G deol! 3 ald) US Gy Sal UG Gg S(Bles aes) Ce Gee G) Gud G SK GClgall a By Sadia canya Lege oS Seibel ue Qaiey Gud G oS Spl g ASU gy Gall gobs Sree BBL ane Sha anal Wd Gels Let oS Sed) Wd aya HUby a) WG G KW P(lamole 4 yal) AUG g) al) WUd gd ee WYN DN) aS) AU) esd Bee Jal) EUG 3) Ske elec Sec G Gawd ide d) ys G Sea CU edly seal ge Lalo gS Sere (GLI Syed oo Und 9 Seah | det Let hile aul cL tus py Piel) CUT co yo (ier) (et pS US hel SS) sy «USUI AUS oll Na ca tl GY 9) em 5 $Gus! Sedall A} abAl Sly Sts LJ cad ey TwLesson9 119 SLA cde ll SN ON Godly yell ge Sake oF Sle Sand Cen cf seul ele chi) jg gS ue L3 Same as L2 but the question in the 2™ p. pl., answer in the 1" p. pl. L4 Same as L2 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. fod Q Hel Iai sel a Stat ee yet lel ol Sug o Goal syet clot ol SUS GRAN get clot ol Shy slg cA jpg clel aL L7 (Repetition) A number of genitive constructions are quoted in the following exercise. Put the respective form of |-l in such a way that it a) refers to the 2™ term and b) to the 1" term of the /dafa. Ve Grbrall US | Gdall a GU < Gaal OS ie ge lS < aes = Cat SB dey daar call tnole Sted bbe Mall Se ELS Os S15 Ab gl cLzel LL) oie ae yall _ clam QUb (he pe vali L8 Pratice the usage of Of (and soon Yule cake thle {ley 4 based on the following material: . SHED STs byte Oph | ode pat ty UI BLT / dL, Ost | A bolee Beet | LHI gO glee / ell aU ew / Ss’ J} Osett [lsat S cement | Maj W jolrally mlb Oped | oy gt SL poe J] ils ads SSE | paar O85 | cerns Leb | yl Sens | LL pets Gi Replace the object / the noun of the prepositional phrase by the affixed pronoun. Ber ron, 3 Udlas | 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 isnot affected by this. La CSF au Sf Gas toa Leo oot Stall dou Jaf 49 The construction which consists of a numeral defined by the article + a noun without an article is also frequently found: Jie) Wf Laxt pre dush The numerals are not included in the vocabulary list of this lesson. They are located in the detailed list in the Appendix. Vv last gel to.come after, to succeed so. 9 (452) a eventually, finally ‘nel pilgrimage Serle so, therefore, then 03] | according to ~~ basis, foundation calculation, account, bill = OL @ lax basically here: place, square ole ie Sunnites present, current, contemporary de to begin, to start nearly, approximately, about : tale beginning to succeed to so. o (ale) le blessed caliph i to amount to a é&y ads | the Rightly Guided Caliphs 25.181 1) eat son Oy tit Toil sAministration ole ub) died (pass.) Bir co | dinar (currency) Jibs ¢ beschool of law Geo I beg your pardon, Me hf May God be pleased with him. ae ab | (5, pillar Ic you want (m,) oth Zakat as; Zakat at the end of Ramadan all IS" plus hy registration he Jets staircase, steps me ck Peace be upon him. bell le Muslim, oye pln Islam Oey Islamic oe the Sunna wh equals get the act of testimony ~ alge honest, upright italy (epithet of the 1" Caliph) lift dele ¢ es God bless him and grant ply «le di Le him salyation! (often used in the shortened form phe) prayer Side De morning prayer ol I Pal Me midday prayer Gell Le aftemoon prayer fal Dhe evening prayer All Le night prayer slg DLe fasting ce equals Dole pardon Iie relying on le) atesel Lesson 10 129 building ole be year cele pe majority i before estimation divided by de (Ope) calendar git stay ke ub Itold you. olgolgenty ‘They told me. /I was told. pis venerable (epithet of Mecca) uel tongue; language depaf egal ¢ ola faculty of languages oSuals ch goth ‘ why isu including, inclusive of wb ge percent Ul, Medina q Mecca one can (+ verbal noun) prophet, messenger minus end shining, enlightened (epithet of Medina) to emigrate the Hifjra of the Hijra engineering (the) finding corresponding AD; abbr: ¢ Yathrib (Medina)130 Lesson 10 Text 1 Opebadly prlot ene en ee en apt OLY poll Goes. Lip wy 4. CSN fal op pgeedley ts § of ot & He Caday (e VI 1) gol ee tty SL Cale Abe (AY) ALE GS) of a Caley @ ve. reel (e¢ Aco. 2) fo sof Daly Giga, eB ay yp db aya oe OLY ols Jy Be rrally sleally pally paally -glilly pall Bho of cpydl BSI Ge BBN pey OLnny aek Hg pail SKS AUS AIS hy LU SL, gt US Ks I Bike gf ad ye OLY is played i Le Ra MI Opal LAL alee y Ke gS oy tlh lo gay CUTS) OLA y let — Wey ULE 2 are - WY) BENS se we BI oy tty = ory th IES Ley tet — Te ole 3A GA tally Cf Ry wy ony cpley te i oe caked py clety Ley Yok col Ay pail) ll wll le os rel os pil Ula go al olay TA ROLY! 429 ag Eel Sleds JM sly BU caus JI eas piney thet LI 335 Bt by IGS Shan, SURE ASE AI abl NI st GOLAN le slaze Yl (Se add! & Wl LY “yy +Doaeeay ABN) VY le tpn yadda op Vee RBIM VENT Ge ILL) abl ely A10 Ibn is only written with Alf (cp) at the beginning of a sentence or a new line or if cy is the first part of amame, eg, ex oy) yile oy) a.0,; otherwise the spelling is -» Mb pl oy Sle ctl te og Bb ke gy akeLesson 10 131 Text 2 reed! Le fine af oh cle sab shes fone Of LLsB cps cogil cle , TE SDW! GL NI Sze fa aene Ma ub we BN ges Solel fag os) saab whe fet Gey ee af yg : WAYS tee G ty Solel: bel VOY by edb GLA oad te Sib gb) saab LYAAV IO £ Ska Uy! je: AVY Gall py VAY Sybal piy dN EUs Sia cit sede: uit poles So FF ddl dee cd gh g ub SUIS ad Ect ALS foment GU g Was aoa ls fs eg te cat ity oy: 848 on dls f su. gu US med ped Shey elf pod Uly gills d cific ayy SepdW AIS ooh hse yor JP tenahl cpl Sy sf teal Sh nel Up be ce gel eg Gla g We UF saab gh AYYY 63) Ba) ED oo TS el ge: Bylo ode132 Lesson 10 Exercises: Li Form sentences according to the following pattern using the names of currencies you know. db ode |. Sd ey pete LOY yo BY LSI Whe \-2 Bygone Sy cheat Nha cu pele L2 (Homework) Form equational sentences using currencies and time definitions according to the following patterns. A month consists of 30 or 31 days. slay 1) she gel February consists of 28 or 29 days. cg va YA ble jee A pound is 100 cents. Gb Ven atl L3 Answer the following questions. ASS Bede G Ltt ee ctgall 3) AKL GAS Cy ES Sy AS dere SQA eit) Set Chel) mall on Lis oe Spc ccdely apt (eg cb cjg cial Lay bus 9s” 8) CLS Beg (OL ol Holl eethealy lS os oS SSsa 3 Hae Slseale Bey (He gh) Ee geel pS hee S(Cpelall BLE ole! ed) CA op Sane $8 pe oS Si gare Byte! GLH antsy ST) BUS jaw SX L4 (Repetition) Negate the following sentences by means of (+d. ehaget SUD ad < whee IIe tha Bal oS < ae Balin cod sited lb agall Q Byte Set Sua Ub Ball g be OS ute coe Le Se ge Oph Jie J eVye ai all & O pela Ae © geld eS Lis clay ule 6L5yj LS ode OW clad Uf vada Steal) Sls +e! 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. Gi Combine the nouns and numerals. dks yl ny ‘My i ee dele re ve t he eh to yo ° PB le on i 4 WwW \y v VA \A A Aa ya 4 Ye Ye Ve te y) i) o yy \y Ae ve 7 Aer BJ yey Ves a Dp ie fee Yeo Yeo Fa ghS «yart Vewes Yous Vevs G2 (Written homework) Add the definite article to the following collocations. BIS) See J < dry Be Oy pal el) < bas wee sot - Gus pee Ly - hs BE - cde Bt = le Gah - Sb be tae = Legel pbe = Leg Oy phe - Eyl wo ty pte Opa gee Ley Ope — dele Opto eul- Olle gf 1s ne = opiby bee - Wa So 3 phe Cw — ory de - Vj ghS Oyrmey dot - Loree spate Wl G3 (Repetition) Negate the following sentences by means of d. 23 [pail < AUS CLE Liss de Cae fete pall one ge et tel ot Te all ot Cor Thee Vphoy wal clear aig obey unl sil ey sed) US oles prbell ee ace eh a Ben ye cling 2g’ ph pag ngs “psd Bley AUS See Cale AUS ge Lye AUS tee Leb scl I Lyre ASI eae AUS bie LU Lips dstsy ge dew of 1 Ab NgcS of Likes Ayal ALG Bhp lee geval WS Bele Hla Glas tke oo is134 Lesson 10 US Od ef Hh Lidl tS) ef US Iybef agar dygerl Ile tle ASSL SJ ed les Sf id AUS cele AUS Leb ls eb AUS Alef BIST pW LST Bad ad ay gall ype al ye ela I 185 Shar ols pala G4 (Repetition) Negate the following sentences by means of Y, -Jor Ls / 4. Badl oY < Bydl Gale teal SL at gy! < tga dase |S ail < tb engi we AUS gd Na Une Lele call oe coe the UI] Gast of he Ib etd) Byerly Jae Mysinbo Scie gall UI Oped Be Sg OSL GA gall BUS cles AUS yd USUI ef Ud yeh SI dy oy ks oe eee Oe Oe cls eer Nall era seit ths d) Gai of Os BIAS SU easy pb OS. 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 gghn £ IE

ASS OSS anniversary of the foundation awl 5 53 memory : opinion (of, about, on sth.,so.) (3) Sly salary Cy zeb toaskso.todosth, fe (s>"p) Ley ae I greet / welcome you esi reaction J 285 ¢ JS, bribery “igs to refuse, reject, tum 9 (,23'n) (ab) down sth, to visit so,, sth, 0 Oy) rising, going up (beyond) (oF) 8G question, case (fl ¢ wh on oe speed en fast & _ peaceful apa fbobtaclns eA Ape contribution (fo) (3) SL g taslns His Excellency (od NM) Sal to move (to) ot Gey ol ghost cll e oe making so. take part (in) (g SLAY doubt (about) (3) SS4 ¢ Be undoubtedly, without doubt GLe hy ole fe creation, formation problem ste @ Ue consulting oles journalist +e (ee friendly, be friends with Ghe declaration kee authority, power(s) he he industry lg be extra, extraordinary sisyLb development ole ps opposition bee let carrying out, holding (a meeting) sie general, public ae to work towards le Jas to return (to) (dp Gx) oe retura aie re, ale} to live, to experience, to see * (tum) oe oe chs victory over; overcoming, surmounting (coordinating conjunction) period scandal law interview future (particle of. Lesson 13, p.163) able to, capable, qualified clear-cutto steer, to drive sth. (to) (SJ) + ey bd to say sth., that Ow yy SE to get up, to rise (Os) to carry out, to realize el to conceal, to hide AOD catastrophe Nyse a BIS sufficient : : pe was (with predicate complement) (0 Su) 1S therefore, that’s why 1s (particle of confirmation) committee Obed & wh urgent al to meet so. ° (ay ZA representative oypg few alike, similar gue carrying on, performing, exerting 2 jle+ to run, to walk, to go (eh) & past to grant, to giveso.sth, 8 6 (G5) Gu result as to be successful (in) Text 1 141 Lesson 11 success (prep.) to (direction) election relating to victorious, triumphant checking, inspection system, regime (him)self to sleep, to fall asleep task board, body tension positive to find sth, situation citizen to stand in front of (or) Gil ¢ Bye IS Ls Dy) by ost, point representative, agent (Under) Secretary of State, Permanent Secretary ol dls re AN A ey Bale) y ld ol par 2B gh pl sll Ullsel 9Sypam de pS Kat fy SEAMS Let Dsl Vy Fel Ol sgl pe Ne RW Old G Og wi LS Gay pe ISLAM oe tS Le Gg lady LL ode le cles Jaf ow iS Ulee 3y ply eel Pol chy fell g Dial plo MI Sus well egp pats Ay gall 20; oka142 Lesson 11 Waby ly Bn BT J AL O36 AI OG Chaall Beall gel G EBL, esas By RAl OMS Oyj oil LST 5 glad Uebel U yes Wb ISL elf Heolin Yl> Line yy dylt] eall 042) CIT y OU et free B Ler Ole “EL (A AN Re ey cl ly Saal oo) Bad 3 y Leaf ead ABW LAA) ole tls Oy 05 gaily Stoel BaF Of Lary Oy Lge Lele Hee de @bU Oley 2 py) Whirl O BB ANN SS pad he oH cee Gaye oe Luis Of tery (cb itl pUladl ely WS Late oye oper La ope IE Gail dehy ly Solna GLE G abl oly ge eb eats Leahey wpb sl tl Whirl Sy par cle cal oe gS Saf of Jet Text 2 Arce Able BAH OL Ll os Sy oe IEE oF Speed ty dole Hada) Salt Joe aL] cle fad SD rary Jd ed Ana GELS nS BS 5g Lay cab ll JS LAL bey pe Sled ge Lay JSAM ole ciu> Sy reall shy y ILS y Telacrly yalasil coy 3 tF JTL ode Ole! O Bp ST eee bay elyigtl ne LS tale G pSL ye bell Fan SLI oy Royall Ny De BLN cle 8915 eS de abl of 3 Sali ode Gai fufey Qt USB pSAN i K Slate Lene BW ol, GU Less eal QW ol ald EAT gy ely iglh dpe, liad om Fee ctlad Lath WY Sy Linall tay hy Ob SAF Gg So48) Calg SI ge Bust Nl Cal ly D yal ywLesson 11 143 et dy pS GU pl Obed YL ole pg bs ds cS LgS& 5 pb g Ley kh Sf Ledey Stote cltf DLW ode G de bul Ippgsreedas Cal Lingdaby ELE JS Ube Cass” watt hpee b Leeely Aaa) Ob gall odie de pS Sal sad gas Las Lele! pptet pall gp WN pl Soy pls Gye fo Siar) ASI AN Le OL toad Suir [St ell Exercises: Lit insert the appropriate preposition(s). Py led! idl. De Ay ple WL pS Sal of os Lyne vent ey Jalil + Lill pe MI of 7 + tal gels. CB gl eid pas OF LS. al gh 25M Lsinel Liyes ao By AIS... AL) oats oa! OL cleat Gee fet ne pages Rep —Lr—— Mis ibs... urd) pb Olu! oda. tutes bey ed Se AG jl Like (Lie) alia! Sted AY. pla uel Leo splall ely Steal Bape. Lae dll Sled). Leelee CLE, abt Olay, ys Whit | sete tf Rely Sly Relea Sle... bd ely tage. GH al. aU se GA ake pala ¢ pe Spl oiled Legh. y WL. Ge bil. Le Bode HLS ., pi bl... L2 Insert an appropriate verb. : LS et Bo AS I OL yl oo Sy ge of do. che. GS ably ISLA in Spb ole) le. SUG Gey Lal fe SHI gaa jell S18) Bo. 9ST eee fo lend a Ly JL! SUSY AEM ISLAM Teg eee le 8205. ee shall Of 3 Sal ob pis CS] aati MN Sle ald g SL LL led... 34) slat SLAW ode Gg do ykll oo od Stuy gh tll abn RAB Ls glall oe cle. UU JS Le Se Bb Bde lll. dy144 Lesson 11 (OM ae Lebel pat poll ¢ pe el dL tl Ie de dou 13 Transform the meaning of the following sentences into the opposite by means of an antonym or negation. ang ell GY sealed oro yer GUA ig! hey ee Ble ad JI eld Spa Be BAT cletl By Oo glgest pie tidal Jovy all page Cale sl pull we L4 Form genitive constructions with the following words. 1* term | GL [(ranslator/interpreter) Oy j— | ly | lead | Lal | Lo §y hig | Oily 2” term omy Cy sly) Lelve (the exterior) Ler hl Ga Se copdy ILL Bao lee o> chedor Goch! aa c(the interior) HLH) ol Se LS Same as L4; but add an appropriate adjective to the 1 term. BIA! Lidl hy > Lis — hy © L6 (Homework) Form 10 sentences with numerals and Arabic equivalents for “to have”. LOLL Cal) pdt one J] GS tad one | gue © OU se ans | we Gi 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: @ given sentence: Gaui) jy oe ole © repetition: Gsci)) MS) We ole @ completion: weet dy) UE ae y Ifa 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: (cot) dl) Gad JJ ie ok © The affixed pronouns of the 3"! p. have to be changed into the 1" p. if necessary. je UO, Gus Jue okLesson 11 145 In. the first place the change of the 3 p. sg. m. or f. into the 1" p. sg. is practiced. (re) (lazy) (OS) (SS oh (rem) (Buell dey Css) Bly) (Oped eu) OM 4) Gy) (48) () Ou) (rae gorbe 5) (Aye ey) (es) (Le) (owls) (Le) (Bp) ode 3) (Lah (aa (brown/brunette) (5! <*) C= 3) (Fe) (ee) ell) wsdl 5 MN Jbe Ij gt coil te JB kee Jor tev J OST of os sl tbl scold Sp sie oe wel! 3b 5 oslitel Gil (to promise) 465 ah S Gleall ee eoy AGL) Sf tee W ob gl SLI eso Opell g ght rl eZ Ae pens Sel gil MI ob AB SUaIy pied oy Mela Coke waht jet 3 SLs de IS laally ale sles py py 0 seals ot te ole Wg cab Ayla le Ley ginko cary sdaolall 5yuy digs CSU) sey Carell A) Cab of sil om, shambles Jyh 41) only) Lai ie'y LAS eyo give de Fleas HSN dN) jlo te ite Eu 3) LUG si gl lye el Clem Yl 466 SY be J te ALI NIE og all abee Leo (blond) +14 83 tte 3) Bhs GUY jail) oy il clash Ge Ball 3 sal or UE Dla le gine caey146 Lesson 11 @at ga) Aas) BS) CII aoy Ad S) bts leo (Agel SD Op! Sp oll ote . te st Ck ub) Ape AST gyi] Us) I sled] wale 3) vag pl OL gp Nae te 315 (oe) ile (walk, stroll) #8 34 JUL2f 6 x) col Aas ole (lems) wet Rade deal & 51} (2) che) tll cls Gite cley (Leash) adh J] ye (43) 1G oy 3 flail Sole G2 Same as G1. Practice changing from the 3" p. sg. m. or f. to the 1" p. pl. Example: given sentence: Gail MW tat ole repetition: Gaal S} toe ole completion: wcll d} gf Gaby G3 Transform the sentences in Gl into interrogative sentences starting with J «& or 3th in the 2p. 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. eel dh OM JEW ell ual SoA BU Jel ge © Cr (Listening comprehension) The teacher reads the following news in Arabic. PI The students render the basic contents in English. obi eel SUEY Ab par yey MEY! SL) piled wy fiey elmo ep Ogle few AAS coed o pli 2b y ae WG tN Gg Dy Ib! S clene JI gl peel SLE Gd cpl OsLal foe dae Gy SUG! sles dati y SUI i Ih Ll dole pi Obes BBL y g Sealy Galas y elesLesson 11 147 aN ty Sy ob gl ad es CYL ca all Jag pa rl le Obed eg de Ja Gye Ls Of 8 atl aed all ANA er Glee Jatally wolasvly Seed Sib pl AI glo dl gb ll Spa cal cA Ls re pb dH vl Gal Fe te ole ll Stig Abs) pba y Lena ee Leatd OLS SI ay Golasil wry Joy 204d sowally asl te SS esl Saal psy fel nip Ry CIS sil LG gai g SLE BO sled ery Ast SUBLE ghey elles droll! ler G Uy seed) Oeetighls Slat als aged ot Nakey corgi aN oly Sanyo I ge iy eery Kenge Gola O gles ¢ ype bel yo Hyer yl SU oye Clb y oy) 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). eM BN BB pee G ple UL Sf ole paball J oles Sunda GL; pt Gy da Eg ye (lb tala Bly (lB A] JB DU LS crt SE goat oly dale (LG tLe OL bee or gpl) OF lilly ht FeAl S Site eb GOS op Gad BE Sy El Al oye 2. Transform the verbs in G1 into the 3" p. pl. and vocalize the ending of the verbs R3=3 ors. 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. CUBA Go. lp bane AN ole] de SIO ea Bo Le JN ode LS cle Fold. ge LUE JS Le el... ASS ole Shall ene teu eie ss 5, Translate into English. Give more than one variant where possible, dds bles) Ub ey cols aI Spiel) tell) Slant aguel i S> Gt) oobe Bj ole ASE Sy SAI SY at le 89 56 6. Add the appropriate preposition. vee A) 3G phd oe cle ge GB Baye. bee 1 BSE CI Me ell et Lee Mode Le BIS Slt!Lesson 12 pe gal wt 1. The Imperfect Tense of Verbs with 3 or 1.1. The imperfect tense of verbs with Rj = s is formed with R, being omitted. Examples with the model verb (/2's “to arrive”: (42, has the imperfect vowel i) osha ae) ) _ & ) wh dei Gey «A be ie ul GAL Verbs with Ry ~(s 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, i.e. Ry is not omitted. (Appendix: Tables 2, 17) 1.2. Verbs with Ry = 3 or cs have the long vowel 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 @ , when a vowel follows Rs. Examples with the model verbs: T¢ “to get up” (< £55 = Jay R= eA LW tL WEY “to sell” (< a4 = as) RES ee (o4) MG “to fear” (< + = dy R= GUS (4) GW) BE) a2 Verbs with Ro= cs, eg, JU «ey ILE “to obtain”, have the same forms as well. R, has the short vowel w in the imperfect tense of verbs with Ry = y or is if they belong to group I, the short vowel i if they belong to group IL, and the short vowel aif they belong to group III, when R; is vowelless. ew)150 Lesson 12 Examples with the model verbs (Appendix: Tables 2, 18, 20, 22): I IL * iS ch sh wh - oo) (ad f, ot exh Bb ee to A 1.3. Ry has the long vowel in verbs with R; = 9 or cs if they belong to group I, the long vowel /if they are verbs of group II and the long vowel @ (Ali magsiira) if they belong to group IL. Examples with the model verbs: I 3 “to invite” (<365 = (Iai) R3= 5 ce PEA Tg “to walk” (< (gt = (fi) R3= 5 UI (il “to meet” (= 5) R= us FEC) LU) BEA AY bY) si 4A3 Occasionally, we find verbs in group Il, model verb +, which are inflected inthe imperfect tense like the verbs in group IIT, model verb .<, e.g. .A “to endeavor, to strive” tind « cAind ete. Cf, also below, Gr 4., the conjugation of os!)Lesson 12 151 The forms which have a suffix are characterized by a long vowel following Ry if the respective verb belongs to the groups I and II, and by a diphthong following Rp in the verbs which belong to group III. (2h) I ro ~ au eo) ee ch erg wh et Po wh Opes Oey (* Oey o* Oye ob ra) oe és et gs A (Appendix: Tables 2, 23, 24, 25) 2. Subjunctive and Jussive of Verbs with 9 or 6 2.1. The subjunctive and the jussive of the defective verbs are formed according to the same principles which apply to their formation regarding the strong verbs (see Lesson 8, Grl.). Tables 3 and 4 in the Appendix provide a complete survey. 2.2. We only show some peculiarities here: 2.2.1, Subjunctive of the verbs R3 = 3 or S eu ete.152 Lesson 12 2.3. In such jussive forms as mentioned under 2.2.2. and 2.2.3., it is not clear from the outward appearance in unvocalized texts, which root the respective form is based on. The typeface does not provide us with any information whether the last consonant is Ry Es > les) or Rg (> ¢). 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 (gil , $U> and hh Some of the verbs which are most frequently used in Arabic are doubly defective, i.e. two of their three radicals are s, 5 ors. 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 ¢U> “to come”, J “to come” and ist) “to see”: +> is conjugated like the model verb ty, Ji is conjugated like the model verb sh, is conjugated in the perfect tense like the model verb , in the imperfect tense - with the Hamza being omitted - like the model verb ( () oe ars SF otLesson 12 153 SLE, which is conjugated like ¢l, is mostly used in place of 1, in colloquial language. @A4 As to the spelling of the Hamza (chairs of the Hamza) ef. Lesson 24 and Table 36 in the Appendix. As to verbs with Ry = and Rj =cs, the conjugational peculiarities of both types of verbs are to be taken into account. Cf. the verb..3°y, imperfect tense | His Royal Highness (SUI youl obo toneed sth.,so.,to require ch} dorLx, | change sth. Cpa) Bre discount, reduction exchange officer o+e She during, in the course of bank Gyles g Ope doctor 2eo huge, giant . (P house Sze @ J| stil : Jbl ¢ Je publishing house (235 Jo | fair, exhibition we Em international UG / (Ji | knowledge Gye cee154 Lesson 12 reasonable, sensible Jt | elite, selection, choice sg ts A +. | here: chosen responsibles (mass) media; communication el oye 2. | he ad Come here! Let’s go! (m/f) I glad | Dias ae “ : a ite, exchange rate ate in addition to be ale ne a & P forget so., sth. S00 (ed) Lo His Excellency (the minister) (2!) (lee : me ( 2 y ae A a Ol pens Byrd col currency _ eee publishing opening - : publisher thinking, thought, ideology fan, lover; amateur proposal to promise so. sth. piaster promise sector ; appointment, date meeting point to keep (a promise) campus to lie (geogr.); to fall possible place, spot, ground royal monarchy, kingdom Text 1 SY Syl ol SI Gere CH SL SaaS Reale tending Lasece Ud Cae GUD Ae py cline ReaLL gts UBL oe pT See aaah pe ble 5 pet A SU ped Coe EIS Ge BE oes ell Win GB yleyy call GUSU J pill oli ll Uo ae gaa Ryall el J Lally WSs clear sk: y SLL ASL Vy SBI Slay y ype JLS ge ote GI nee cLBY! p24, site Sle 2 pall yey LA! I bye y Lae phlei GOSH EY, RL od gfeall GUS gy TH y de poll ally MALE al ym oye GYY (tle del 0 Se eal 3 ll UY Jd Oe tay SU ge GY ote Nyy abel! 2 yp Ge Lydd Bally Bats) Sy La pplelly Leelee Vy BLY! 45 pall SLES GY dtc HlLesson 12 155 AM tty bell Lees vty JULY OS Cle Bye Gaal Golly HOLY! ee Be og 1p Aa wee all cp V0 dt asia Aes rary eel Lay ba LN ay TL ail pl caine Copal Of SUL ud yay sey Text 2 Si palt we sgl cgotal L3 Add the definite article where possible. Babe ple ope Byte y Lael pd peg, Lie bled. GOS Be ot GYY (oth Lele, OS teak ly pen OLS. ot Cr eB yp GU pre pp arg le. dilb..) Le., Aulail., Bae, OlLLS.. Golge.. Al, os Wy dy OS. oe OY. ok.Lesson 12 157 ole ile gue.. cal, wg Rel. BLE, OS. g Aa. egle. Ce ay Vo) paeit.. te, hate LT. Galen dpe. obaail..y JUBT.. “pel. oot gute Las y bid pal) Caey Sal ables cei ete, OF SB. ne yr o Lise. LI. Loe. LO. LE epee cl, Lanbr., Aged opty Bp Le oy Olebe wl, Sle ge, Panne BS os Meebo, dele y LB Ua at oy dal 5 pS. Sel eles pads flee par Ot BB es ae beg Ayles gale, LU Soa lye Game. ype. LS. EEE ad Lease y Se. elo. Diefng BB. oahy S5. dbaiy L4 The teacher explains the colloquial usage of 3L2 (4 ,/2) “to see” and asks the students to replace cst) in the following sentences with L, and then to negate them by means of + or Y. gap. USA S Rat gall GL aptel S peily « al, ited, woe de lyf PY O45 AL ode oy Ff ote I pal, otal G1 Transform the following sentences (without taking into account the words in brackets) into the imperfect tense of the 3p. sg. m. orf. Gazi) A) ns oye < Guill J werk © soley Wt Sy Batt) LSS) SUI ged (aad) clan) ty slaw Bh ol we. a mee sal cle (OSI OF 3) led OFF eu aie sal cl) Ad) ly nat of ocbuel oe Ley ) JAI es Jie J; (OLS) wget mA ave JB yee or ek -cotill J Gell oo Vp Hh but sat sey (sue dey BA) G eal! tbh es (Opt pul) pd g sBael hall a (Lesh Be pnt Badd GH ob 3 PUM, aad oye dabed) ele Gesu) wlhdll ote ple158 Lesson 12 (ote Jeb) () (elem) Ou) Cat orl j) (cake ta) (we) (Lash) (ots) (ea Ge) ass) (ea BD des) Gus) (oe) (Leal) (es) (ue) (os) (a2! cl) (4) Gt) (el) (um) pg oo ee el vod n ot hte ole sassy, wees ed sLadeel ge BSUa)) Coes ants! oF OLS tb eue say) Lael 3 Bdylor bs op a pel clgas |peady Of Laer! elie or gS UU ab Lys Wyle de Gite cosy daaalall Bb y Ade IU bey coll I) pa of sed om, seule 333) 415 fants Lis cat gf se 6 de gb ple) eB a dee ph oe (blond) +1 4 3 ato a Aes) gS Ib! ae WHaL! J) ake bi eo Load J) WU oe . 2 eS bl eb WG EIST os!) all Late JB cote fl] lawl ele shay pl OAL) Gp Node fe IN Fs dae gorel oo std 3 I ole 20a ye 295) 55 per gey Opell 3, plea 460} GL cle “dy Ge Sele eS Ye, Ste we uf, pga clas elite Joos BA) oy 8 SUaI) Cole 3 AUasy 2S J] Jay oy sels elie ole sks JS) ogshebesLesson 12 159 (eel) eighty eb Owe sadly Sle Sal 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: Gazal! S) Ae oye repetition: sill UI Ane 2 yay completion: Wd} Uf asely given sentence: 24g] AS oye repetition: 4g M) Wat oyu completion: ioe A] UF gels G4 Same as G3. Practice the transformation of the 3p, sg. m. or f. into the 1" p. pl. given sentence: syd) ot oye repetitior Gd) et ope completion: slag SI oF apsy GS The teacher quotes the 1* p. sg. or pl. based on the sentences from G1. The students transform them into interrogative sentences introduced by (+ «\s or col. The affixed pronouns of the 1" p. are to be changed into the 2"! P. teacher: Cad) Sp oyel student: Seed dt 2 “ teacher: -O jell ef pul student: fel 13 ol teacher: Gey of student: Ysaey fe 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: AYP Ve Gils OS student: Assy. Le yes Vp Ve Ores OV go Teas calle Ss eee Sg fel dr Yeu (eta Alb Vor s eb dls Vers pddy isi Verse ppm dildos chy : SEB Ves uy yk160 Lesson 12 C2 Prepare a conversation with a bank clerk and use the following nouns and phrases for this purpose. payment form bank periodic payment order deposit form fee money/ to withdraw money current account, cheque account account / to open an account credit installment cheque, check / to cash a cheque traveller's cheque, ~ check to pay by cheque cheque-book, checkbook savings book savings depot to save to transfer / transfer, remittance interest / interest rate Final Exercise: pall lel Sg eu Ath D> all Eylacel ghee le Gee hele ole v9. 3 ces bul Ls Ba Seog de AA NK eettl abo KAI joo aii) ja ai gl alle GD as che tle | UA) J 1, Transform the following sentences into the imperfect tense. py GIS aly SU ped Gale de cle et OLS ele by Ball SH col, aM AF SGI ald LHI Ny 15 OLY) GB pas of op We Fe ps Be a AN i a sb Dey UL sey -CESY Late Wn day it dae Sa byt Led loth 92 AW le gall opLesson 12 161 Lb Le U yea Lede oo Cale All ey fey oles). oli glad! Sat Baad 9 EE Lgl G pe the Gye Ie LL! 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 H.E, 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 ba aS gee! eels Lesh oe BEM yllll de SI oe tt GSE NS BYE ail GEY Lae Ged Pal 1 SUI Ole | ath) SI dal f peal | pall US Lea” 4. Replace the noun-object or the noun in the prepositional phrase by the appropriate affixed pronoun. Sot AA So ll pe SET SU pt) ALI J) abe J oye BCU de yl Se oe pay Beall SP cate etl Qo ob 5, Translate into Arabic. I 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 pt CS Go ll 1. The Use of 01S ‘The verb OLS (imperfect tense 453) is a temporal auxiliary verb, which localizes the action (state, event) in a certain tense. 1.1, OIS in the equational sentence OLS is the copula in the equational sentence and as such is comparable to the English auxiliary verb “to be”. : The nominal predicate (OLS +) is in the accusative after OI’. The perfect tense of OlS localizes the predicate of the equational sentence in the past tense. ‘The student was diligent. shag ci ow Muhammad was our teacher. ales Md OW OF is negated by oJ + jussive, accordingly 250 4 The student was not diligent. lags CM Si 4 The imperfect tense of IS localizes the predicate of the equational sentence in the present and future tense. The student is diligent. slay Cth d x rEreEy Muhammad is the headmaster’ will be the headmaster. seh; Unde ees 0. OLS is rare in the imperfect, ie. 555! =“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.). GAL However, the use of OS is obligatory when the conjunction Sf “that” is employed, which is required to be followed by a verb in the subjunctive: Tam afraid that Abmad has a new iliness. (it +s stricken with/attacked by a new illness.) 6 Oe, is negated by Y + imperfect tense, accordingly ©. ay. y Ahmad is not /will not be the headmaster. ——r———ELesson 13 163 aS Y=s present equational sentence it is negated by (~) (cf. Lesson 8, Gr 3.5.). OLS js also rare in the negated imperfect, i. is not”. In general the 1.2. OWS in the verbal sentence 7 ‘As is the case in the equational sentence, O\S also serves to temporalize the predicate in the verbal sentence. OLS + perfect tense (55) and O\S’ + imperfect tense (a are compound forms, which are comparable to certain compound tenses in English. The following forms are compounded with OS: w ai wow he had done = Past perfect as an expression of anteriority or ofa completed action in the past which took place prior to another action also in the past he did, he used to do = Imperfect as an expression of a constant, repeated or customary action which took place in the past 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 Jj-& “he has done”, “he did” and ‘\&ii “he does”, “he will do” and the three compound forms which have just been mentioned, 555 | OS is to be understood in these as a temporal determinator, whereas (68 and {Ja have their original value which is neutral with regard to tense. JS and JJ4¥ are most frequently used. ws is often found both in oral and written usage as well. (Jad 13 Ol and (ad 15 5 JS are less common. GA2 There are difficulties when translating into Arabic, especially regarding the differentiation between the forms ()3 and (Jad; OS, There are no binding rules which specify tht it is obligatory to use (Jac in ‘one case and ais OS in the other. It occurs fairly often that both forms are used as stylistic variants, so we can assume that they are interchangeable. The form {Jai IS should be employed if a routine or repented sion fom the pass tbe dsb it can often be translated by “he used to ..”. is a particle which precedes the verb. If B precedes the perfect tense (a5 3 AG ow ), 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 (3 6b 5S). If 53 precedes the imperfect tense (“Jas 5), 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 functions are referred to in Arabic as IS cl s:{ “sisters of kina”. The ‘most important verbs of ths type are | meaning. not (to be) still, yet, to continue to do sth., to go on doing sth. to remain, to continue to be to become to do sth. no more to be almost, almost, (with negation) scarcely; no sooner .. 2. US and axoz US and @.+> 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. 21. JS and QS + noun 2.1.1. JS + indefinite noun in the singular = “every”: every student every day 2.1.2. (LS +++ definite noun in the singular or plural often serve to introduce enumerations like the rector as well as the teachers and the students “ally Guelally pulll Gy YS Syria as well as Iraq and Libya ds Gly ie I and should be translated by “both ... and .../... as well as ...”. 2.1.3. JS + definite noun in the singular = “whole”: the whole family aa ILesson 13 165 2.1.4, JS + definite noun in the plural = “all”: all books Su is 2.1.5. goo + definite noun in the plural = “all”: all students Wall ea 2.2. US and oe + affixed pronoun 2.2.1. (LS (seldom ge) 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: the whole family Ve asus Ihave seen all friends. es aig wot tt, Like every apposition, (|S and @zs> are in the same case in this context as the antecedents is. 2.2.2. (LS and affixed pronoun: also occur without an antecedent, when connected with the all of them all of us all (of it) AA4 Additionally, remember @ is post-positive as an apposition. AAS IS in the meaning of “all” is used less frequently; itis either in anteposition, or postpositive, taking the accusati all students dA6 The noun must not be mixed with IF (ge. and ace. (dS) fem. UF (gen, and ace. AS “both” uly / | YS are always followed by a dual noun in the genitive or by a dual pronoun suffix. is / YS receive the Pronoun suffix they must be inflected for case: I know both students.166 Lesson 13 The noun (mi (pl. _~il <_~445) 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. Ae + noun on the same day T bought the same book. oS Gs eit 3.2. wil + affixed pronoun 3.2.1. The appositional construction in which _~# + affixed pronoun follow the noun has the same meaning as 3.1.: on the same day wt dda I bought the same book. eS Ee) 3.2.2. ~4i + 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 3: he himself, she herself Yew you yourself I myself, they themselves you yourselves ‘we ourselves Ihave done that by myself. itself, yourself, myself etc.) in Arabic: Help yourself!Lesson 13 167 4. ak « She and Gab! | soi pce and (sid / 51 are used in the sense of various The nouns as , * English indefinite pronouns: 523) means “some”, se “several” and sa / tf one”, C28 and si | af are followed by a definite noun or an affixed pronoun; Ste is followed by an indefinite noun, 4.1, 2% + definite noun in the plural = “some (of)”: some of the teachers pan jae with some friends, with some of the friends so ahs e with some of them meat AB The reciprocal =! #20 means “each other” and is mostly used with a prepositional object, more rarely with a direct object. 4.2, 3 + indefinite noun in the plural = “several”: several teachers after several days 4.3, af , £50) + definite noun in the plural = “one”: one of the teachers one of them one of the woman teachers in one of the rooms of 5. ol “at tf j A : The interrogative pronoun (s!, f %&/ 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”: Leity in which month?168 Lesson 13 which city? Which city did you visit? which delegations? The following construction with (¢{ is possible as well: ee 5.2. (si +4 + definite noun in the plural: which one of the friends?/ which one of them? Spee oi CoN ial A9 The interrogative pronoun (s1 must not be confused with the indeclinable particle ist, ‘which has the meaning “i.e.”. 7 ear pain man nose belly, stomach some urine forehead forehead body all holiday sick leave tablet, pill eyebrow truth; fact analysis fever pelvis ast ¢ (olf aig di oll in any case, anyhow cheek here: stool dangerous 2 | fig.: Everything okay, God willing? blood medicine arm chin beard penis lungs head main leg, foot knee neck arm dee ile oye a ae ae $b tele of oe slo ae ofbe 83 ~— 53 ole ied wow Bt 6028 ole iS ole fel pe © deletooth fe Mie hour, watch ol el. thigh Oli & (6) dle violent, fierce, heavy, furious ue hair (coll,) lip hospital - finger; toe abel c el chest “ype @ she headache give photo wee Ce (prep.) against tp guest ee limbs Sibi Gb Live long! Sane Jib several she offer sth. to so, sk ey wee olaet Z@ alas elasl te ree let (Ly upper arm (also m,) organ, part of the body canned (meat) medical treatment not necessary spine throat, neck eye open sth. examine examination vagina spoiled; bad jaw upper ~ lower ~ mouth use foot, leg heart I vomited. shoulder (blade) all all place illness nurse stomach self; soul important more important occurring (in) to prescribe sth. for so, 8 (Laya! to come after in what follows hand Lesson 13 169 eee as oe a a Job is EN eM a lsat pb Hsl e © 8 peels SSI Mas as asl LSul ¢ PAC ae th oe EO Qs tay) ey os eae HMe@s170 Lesson 13 Text 1 ep pees i SL biy Clash am ae OLY pach Eye Slam de ow ob Ls GV Lynde 8 gral oF Go jhgN olollerall Lt Lyall Laclef Ody lapel ILI g esd Gg B21 cil (0 ol ( rl ety ASG OL (Ys al (4 AA a CHC OLAV (VE aay PUY Gee / deW Gal cy Cal (va BAY aS GS Ai) oyasll (V0 oball (YY eoylry AST) acy) tall (14 SYA esl obs A Bicol cyt aa (ry ASM) Bee eal craLesson 13 val Text 2 eb ee 952 gt cle icles GEN cle of Lae che py any Stat cspll cle tal By abl gpI, Wt Ele Ge dary UL ysl ELIS cle SUEY ee ay dS Gee Sm Base fey ce de tll Vi Ad oy pm goer dy rey Tb pW aig pao che wel Be oS FAST SL tal eal pel oy Cee ust icles Baal ppb abe OSG i sll pte Beppe Rw IT BOS ol Sy WS GAY icle Tab Sey sf pdt ae ciel fo sail BUBB Oph Sy ener on oye She ode cle Nye ob SFB pall el Ce Se aah le toll Sateadl fool of Sle CH Jay cre oely whe Gall fe ache Baa pall egies Cog) Uae Soll G Une nds Cat sy pe pb ie toda A ee 29M) an HU key be oy bly dl pl poet Seal sp apf of (le Ce fe rele SOL Rayo Bile] LU ea She GT de cpalill ele py DLe Gpad sada! pl BE PSP GS Cyr del gue Sy cle el op al teres Of ot Y ted OL UpSob Ape dle cle Ee ee ta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 (Bm cslee cleo cp y: cdeLy ) preceded by IS Bsgill on Uli cle JS Ot © Sele BS NG peel IS geal 3 Form sentences with (~# and the following nouns: che tly ae ght COS cog Cg gel ge aw oS Written homework: appositional construction oral performance: genitive construction written: dead gation Y oAS” oral: aed nt gor L4 Add the Arabic equivalent for “he / she, ... himself / herself”. denis Je NT > De os Filey rors Ble JN gS Te as fe wb che SUS chai fo SEU3 ead > LeU ai) es sl 123 | glad] LS Form sentences of the type Ol’ + adverb or adverbial phrase + 3:1¢. Use the following time markers after SLs: Wet caarlel yee coger cols wily the Sta es pl She ite a3 GOS => L6 Form sentences with the verbs Gp cles hel as pal 13 wl «eS in which 3\¢ and one of the nouns in the plural become the object of the sentence. nouns: ¢ sel cpg Obed plS cGrbe Ga aol lle, Aye OS Be of she well § ell ste ols ©Lesson 13 173 L7 Form sentences in which one of the followingnouns «p26 (jute oles ods a lb ee ab Ads «Gil» BLS preceded by U2 is the subject of the sentence. Use the following verbs: go) (Jee wale (Se cdl cle pam we cline AL GLY an pr bh ell ie Geese © L8 Transform the following sentences into questions introduced by af [ici c ab loch caf lost feat ab ost < pushy pul © za jetl Ssh < lye WLS ea pl => we Al ge UF Obed 4 Gly voldiy Aye lo ble sgt hele G Cu yo “Dgha" Ba3 ob Selous gis Wy Lae IT sqgitenll dal foro BS oyby WLI par G1 Transform the following sentences into the past tense. lage NOW age IL) > 20 sdgee Ub! 20 adel ale steal Alb sh Gil wydor Gabel wddar el! ete JOVI oes174 Lesson 13 (good) 4mm edl> ope eld Age & 539) G2 Replace the past tense in the following examples by Jas WIS. Add one of the following time markers: wrt BI Qn few for OI < geal Y rae = Pps ee S hte SK edge SJ Ua te ell 3 al ee why AS Kabab Sj dels dele a A! Ab ley fre OS ell lye Gaal oe vad tele Bb ae oy? val ibe UIj 2y df gilt) bles weal) op LAS as G3 Same as G2, but with the subject in the plural. +2 DS cea BO glaw dle NOT < geal ddbe dae © G4 Transform the subject/object into the plural preceded by JS “all”. col og IS ley < cul sag 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) Jy! mal Gubeall roy JM Gul gate Joy steal 3 Ub) LOdd Aye J] Sted & pl.Lesson 13. 175 iL J] Leber U geo tS) Ce tM ef AS of Fall 55 «(to open) SUS) cous GS Same as G4, J is to be replaced by @- 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. sot IS apeley < yl ig bey © G7 (Repetition) Combine the following numerals, nouns and adjectives. sade Jeo ° 5 cat \y su o tors vy by v oer Y Fa YY Byles 4 ol Wyo £\ wl Bye yyy Sat glneOle (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... peal 3 / Saab) dy pYT due / Bus fe © The student answers with “Yes” or “No”: i vera BT gare Baal BAYT Gre od Y C3 Create a form in Arabic to be used to obtain a medical history as follows:176 Lesson 13 last name, first name: childhood diseases: operations: etc. Use the dictionary, your list of common diseases, and the following words and phrases: blood pressure pol be to take so.’s blood pressure poh Lata (pai) ots blood sugar level pl g Kid as diagnosis aes electroencephalogram Cli) Lp electrocardiogram gb) beet weight os childhood diseases _— operation dal ibe plaster, band-aid eu prophylaxis or BGs pulse / to take so.’s pulse Bh CB le | menstruation By gh Sole to X-ray BAYG Gard X-ray picture isle by yo Final Exercise: 1. Transform the following sentences into the past tense. Baa pF dl Spe od agh ail ob pS obisl Wb ate teal Oba gb oe eS i me GD) ye YN ALG Obl aad we pod lb il Gil pd Gold) te BA) dG OLE %abl dar Wolke bieLesson 13. 177 2. Translate into English. AS ALY SY Sl tb Rell a Blas Cerda IS pred IIS” IST 5 ot” By VAG A Gp Ao ae gel Sh ey IS gl Ad} Cs Ebel BLE ot TP BOS Syed Spey bb US prea Gt 5 OT 3. Translate into Arabic. He has got the same illness. Her brother ate the samie 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. Sha alee owe awa ati oC pe | de a (VV OL CL ACA il CA SI (V Ba gale obMGe war gilcy ANT) ae (ys tala ELAN CA Gad ap VY cab BA ve Care OT Ge (VYLesson 14 pe esl el 1. The Forms of the Verb (SUSY! 13's : 11, IIT and IV 1.1, The base form of the Arabic verb (Jai / {\ui), as we have got to know it up to now, can be extended by gemination of consonants, prolongation of vowels, prefixation or 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 dictionaries: base Form = Form], derived Forms = Form II, Ill, ... X. Theoretically all Forms can be formed out of every verb. Practically speaking, however, a verb rarely occurs in more than 4 or 5 Forms, and in fact it often occurs only in its basic Form or a derived Form. SAX Originally changes with regard to meaning correspond to the formal extensions of the base form as well. Thus eg,, 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 I Characteristic: doubling of Ry Perfect tense: Bs Imperfect tense: {pe Imperative: 5 4 A2 The quadriliteral verb has the same vocalization of the imperfect form. 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 R; Perfect tense: Imperfect tense: Imperative:Lesson 14 179 1.4, Form IV Characteristic: prefix a- !, vowellessness of Ry Perfect tense: Imperfect tense: Imperative: 3 The prefixed Hamza of Form IV is a Hamzat al-gaf*. 1.5. Forms II, III, IV have the same succession of vowels in the imperfect forms: u - (a/a/-) - i. We group them together for that reason. Here is the summary once more: imperative imperfect tense perfect tense “25 maz Form IL ys opt Ba Form III jee jeu Form IV bat! gal (Appendix: Tables 5, 6, 9, 14) Ad The imperfect tense of Forms If and IV are neither distinguishable from each other nor from the basic Form without auxiliary signs. 2. The Attributive Relative Clause (dally ally 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 (42), b) relative clauses which are employed as attributive adjuncts related to indefinite nouns (442). 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 attributive adjunct. Ifthe antecedent is definite, the adjective is defined by the article J}, 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 antecedem) in the relative clause.180 Lesson 14 2.2.1, The relative pronouns (i yro'shl eU-YA) are: after a masc. noun in the singular after a fem. noun in the singular and after plurals which denote non-persons after a masc. noun in the plural which denotes persons after a fem. noun in the plural which denotes persons after a masc. dual oubf after a fem. dual 4 A6 Whereas the four first-mentioned forms are neutral as to case, the two dual forms are inflected. et) When following a noun in the genitive or accusative, they are ¢ GAT Note the different spelling: with one d: gf hi] ceili; with two J: gUb / gpI / OWI / obi, GAS The article J! is the first component of the relative pronoun, therefore the initial Hamza of EU) cgpllete. is Hamzat al-was!. 2.2.2, ($l ¢ il ete. are equivalent to the English relative pronouns “who, which, that” in the nominative. The noun which is modified by the relative clause is the subject of this clause at the same time. the student who came from Iraq — =-—S—se the student (£) who came from Iraq Sal eee Saf the students who came ftom Iraq Shoal oe Wy Gat CSE the students (f.) who came from Iraq Stall the two students who came from Iraq Sah Slee ood ost aa the two students (f.) who came from Iraq Slob 4 GE oud a 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. 2! (59) (Minister of) the Interior ZI (25,9) to mention so., sth, to so. 8 «2 (5-4) 53 to lead, to head so., sth.» « (yy) (ly to connect between cs (aly Lary to go back to dle to welcome, to greet so. 9 (L> 2) —3 II trip, journey bg ab 3 tosendso, J / Shae Qe) JeSlIV sth, to so. high to accompany so. satisfaction to produce sth. of (Ea) 21 IV tohandover, Jt) J / +e Gla lem to bring sth. to so. Thope you feel better soon, ge / bloke diarrhea lg} drink apt oos to take part in go Gey 4G nm people teLesson 14 183 brother (having the same 1H ¢ Geis | resolution Aes father and moth ie ‘ me her) Ly | drop ois c ibs alth, hygienic aaa = we 7 | piewe als newspaper hls ¢ tine ‘ os lire 7 J top summit ict edited, or) a a (FF | chotera iss San‘a’ (Sanaa) bitter sharma pen os a tobe able to dhe Gad oS IV exactly : ee ees aes a | helsheisableto.. — ... YS / ay to express sth. rat) se TL oo TTS ctanding he — | 16 accomplish, t 2 Cel) pl v ae ‘0 accomplish, to carry out ® (jx) jd to give so, sth, oo (be) tiv a 5 — w ee ,,_ | region, district bbe ¢ tak he must Of ale ‘ ae ceo +, | according to oe toplease so.,that Bi ce (C8) cAIIV =? | present Ue ¢ de film OUT gob 27] duty, task ele at once, instantly, immediately ig me e 5 eae || peescription lies ey to introduce so., J / dl» «¢ (PAu) 653 II . 7. sth. to $0. to continue sth. > Gels) ely IL to present, to submit sth. (to so.) —» (4) ¢5 | death lise obs Text 1 Ate jist OF Seal hy G cay pee ge AE Gal Byala dead) Goel SS - slaw crt tat By cot iad coed LE coe 88 Lah Sy dle Ai lel bb ore Cell Mle Ojala! CIE, CULE ole 9 oubl jl Sar SO old Ror 59 p88 a on ball J} be - 3a! Ses OL pUU) py) te! P52 ot IS Co Was conse Eat RSME Layaee Ley te clade it yy aaa Shp eer] se BY a ot LY el By pall at sl SB - Gall Quest pat Sy ge iy LE Oe BI PUI ge Sel af adi) ALY ocle GQ adie184 Lesson 14 slings Oy U9 Sy TY Lge aI pe oyiel gH Lee GALS wtb dy VE y DLS ASLW A545 ppd ee) poy caly sill SN ig boly - obs! a ty OF SUL tl oy aba Qual) ob ll Uae 3 Ue But O glad) oor RAUL (s2 geo! opti Lilie Ss 9! SUA SY peg hae Fy Fo) Le abel jy slaty Sf poy — ahs eb opal oy Sacll SUDO Gime ce pal S pig JBy Bla o abit Le cy dag GUI Qi pO shell Sine de ab Olay oo Mla pale SLE oo beet They lal pol ple Jo ail of SUL pad yy Liyoy AAU dee Text 2 Arnall 3 wpb claw che Dery Mal oll cle Jal de EL pole shy Line ode b Ge yy anda ue ey a ad cleo Fa gol ode Aue hed op che oles bina Saw ithe fF ase fue og baal Soe yey Sea O15 Cadell AU roy AS seal Sisall g oly she ote ot LS Sake AT gue claw) cle SPY odds es Cedall Spotl faz dna SB AT 5th Lot lad pel SI ge SB eel OL ell gil ich Oe cree cpp ty Mle Sue pW ode Je JS le allie Jase Mia stn er $a gol ode LAT GS y iqheLesson 14 185 ohn ety LSM ha nee ppl FOI SDE yd ode oe ede sue tal By asad ter cleall bbs oy he OL Ld Sp OL Lill oda Ja che «Seo oe abd Go Ye Gof Hale y SUG 3 Ug] ull Sole fgale S. icle wgale So V ideal YY he [Se ele BV OUT gy dle dyie sun Exercises: Li Transform the following sentences into imperatives (2™ p. sg. m./f. and 2™ p, pl. m.) using the verbs: plu dy ale (ls Gal ag 1S Ud rs < 1S HB. IOS BUS Gag < = 1S BUS nas < ~= ele ey Soy oe dd Lajgdh .. 10M) age lod ey ae dle... Hay al) aU) d] OLS feline dp... Vdgdor LIS LUA) Go Syeall Hal! ode... . Wager Leyte gt ono Neat DL UG Hlaal Sha J)... Vesa asl Wha... L2 (Homework) Insert the proper form of the verbs lw i> «fot At «bi. < Sele Wey Ge dee. USE Ye186 Lesson 14 Gls dy le .. FAK fo Sale WN ge oo. Of SSI Gad! oe of gl A ge. oF ST whet ode pS... of Ke woad Mp lee... of at SpStlorly ... of Ss A wath wh. L3 Insert the relative pronoun, oad SJ sly... a) Mall dl dey... ayd5/) Lae Wg yy oes bel Lal. Gals Ay ll aU) OL... GWU Dee Agee G Ole i o. Call a WL par .., ate) WL Oper... laa BES Sloly Oye... Ld sl oy LAS AB. te es Bees Bh bet gel LA Insert the relative pronoun and the affixed pronoun in the following clauses. ve ile ole Yl ee) tl ey ahi... eeeLesson 14 187 : ct IS ed) Gast. aU Jaz oad Spe Bl. Byala LS Try to find out the English equivalents of the following proverbs and sayings with s : - ltl (to throw stones at) parla b cle) oe Se il (valley) se\,4) 3 (1 wished T would be) sid & 1d. (mountain) JA! 3 sil SA gd bse Sas GGL (devil) eet) alice (brain) Jae ) yaa} (sl ole (time, eternity) 20! J L (consequences) Cal yl 3 jy Le os) (regret) pS (what is not his business) ai Y La Jos csi) G1 Transform the perfect into the imperfect tense. wkd) dete wal la < shy] dite al ps © — Ath ode J ous — an wal 6d — SEL 0 pl te — Gell SI) LAS SVE ame poh tld fe AGN elazek ABS, - GW Liye ES) - Lgl) pe ly OS) sell La - a SLIy dhe Uy} Gsle - teil oad UJ Ble - fobs ose pf Sed) Oprlendl Sle \pAsle — ey cil obtele ai — aya cle Saale pr — Sela) AUS Gale fa Ad B29) yh = iy pil ial J) ag - BPSY! Aa) A) BL) LISI IU) gon A pSSY AU) Sf Aas aI) AAU oye WL Ih aad188 Lesson 14 or sli Lae — ae G Leal p pe alle - Salley ye pKite pSI> Jo slasdy 3 aA Jogi ele eal — eh All (StL — Git otue wat Le . SULA Sem BT fs — EUS pgm if — JUS Le Bf Ge ctl SI cil - EhAI | pie Cal, - Agu Wb 4) eal, SS) plop fake pyall LUG — Lytle Ge SL LLG — Lea Ebi ga woe Liberty pans of LST - 45 bal of gS - tate J) sls of Sl be Ls PIS ty faa ly Al - PeLniy eller oat fo - GGLely eat om wwe. BUS haf gee — Shinde J) abs cle jf fe - eile J) JL, tbs) Jf Febbwel Gyof ths AS tal Soe Fart IU — Sle J} DMI Qa Opa BU 3S Io yd Lage Loot Lagi G2 (Homework) Insert the given verb in the proper tense. stud te Wo < col hte ad}... (Uh > (ed) stadl gto Ad) plul < => Mpdal ate lal. 68 ap elitecl Li... (eA) SJ eB (eal on Spats oF (oN) pn wh Spall Uy os Jo Sab Woh... Bu Stl pee Be Ss wall Wil oye $B geal (GR) oe Qa ef dl Be Syed of aL (ast)... fe SV py oe (A)Lesson 14 189 Soles) HG (eal)... fs alt Go pu IS... Ga) Fuels abs yf Qoify 0. Qo GUUS faa of KL do Sly Stee SI lyeadi of Spe Spa gals of pS... oof vole de thee. (of) AIG Corl da dors sigh. Ae pnt fos! he Ld... Slap oda GH) dL heute wpae Spiegel SU... tell JE (AD ALL If Arabic letters are used for numbering as inG2{-¢ then an order differen from the alphabet is to be observed. This order can be memorized by means of the following mnemonic sentence: dae lt as wate LAs Jb Sip te G3 Answer the following questions by means of tw ... 4 ¢Y “No, ... not yet” we gdlely AL < fblal ol © FA AN Lely fo $e y ob paler sf fo TpSlae gl Jo SOUS | pads of SSI fo Sahib fo Shah US ale fo awl do Ble fo Seas oy be Bil Al ye pr pation fo Stel) Geel CaS fo fo) Gams fe G4 (Repetition) Transform the following sentences into the imperfect tense of the 3%p. sg. m. or f.. Gail Stow << ud JJ 2 ole ©190 Lesson 14 LOA ops gine ole eae y Gite coy sbeagel yo BJUaI Ca Alas) oF ASW lll ay sels tig clast sf Bade LS opal g ech clges \yad of Leslie! clas coy gS Ul eat Lag 3S Wyle) Ge gio caoy havals! by Ato Cis sey Coll Ua of stall oe, sambe 333i) 415 ily LAS cap gil ne JU Se drbe EL ple Yl 16 J) Slt wl fb B13 ite ib Aa) g tS) UII oy AL S| atte Club leo Loeb J) WU Ce 24a Sib gy Sus CAST oil gall Wate J sot d} tail cole Ay al OMA oy las are aba tay Sire bb spaal aig ole 0nd date oz! oy oprdey Ozebdl Sy aplalall 465 A! Gi ele pl Lbs abet pS oe Ete HM GS ILE dep dye eo SL Lely BS ISL ye Ub gh DY oat LI — iéié=-=—ii@-=2~=F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. eid LS) Repel pale pS CLG Slee Fal foley she ab obo i COO —e—s—e—SOSOSCE ely ig pe DL UUs ae CIT ahd OS BA ile as Leth poll ISL peli LF cel Sf goa 6 | aL Whe By byagd 1 lS 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 Pe mall Go yl 1. Forms II, III, IV of the Verbs with 9 or The derived forms of the verbs Ry, Ro, R3 with 5 or have the same characteristics as the derived forms of the strong verbs. Apparent peculiarities only arise out of the fact that 5 or «s 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. c «Gc Joey and i are employed as model verbs in the derived forms as well. They serve the purpose of representing the respective pattern, without actually being really in use in each individual form. Thus e.g., ¢ only occurs in Forms I - IV and X, but not in Forms V - IX. 1.1. Forms II, II, IV of verbs R; = 4 ors are formed like those of the strong verbs. The verbs Ry = cs are not listed separately. 1.1.4. Form II Characteristic: doubling of Rz Perfect tense: es Imperfect tense: est Imperative: es 1.1.2. Form III Characteristic: prolongation of the vowel that follows R, Perfect tense: Imperfect tense: Imperative: 1.1.3. Form IV . Characteristic: prefix a- {, vowellessness of Ry Perfect tense: ses Imperfect tense: | Imperative: bes!Lesson 15 195 GAL It is not possible to differentiate the imperfect tense of Forms II and IV without auxiliary signs. (See Appendix: Tables 5, 6, 9, 16, 17.) 1.2. Forms If and III of verbs Ry = 4 ors are formed like those of the strong verbs, because and cs are regarded as full consonants here. Ry is not vowelless in Form IV. The verbs Ry = 4 or cs have the same forms as in Form IV. Therefore we give only one model verb here. 1.2.1. Form I Characteristic: doubling of Rp Perfect tense: e (pronounced: gawwama) 3 Imperfect tense: _ (pronounced: yugawwimu) Oe Imperative: e& (pronounced: gawwim) ed 1.2.2. Form III Characteristic: prolongation of the vowel that follows R. Perfect tense: Imperfect tense: Imperative: 1.2.3, Form IV Characteristic: prefix a-{ at Perfect tense: ell 2™ p. sg. m. Imperfect tense indicative: ee Imperfect tense jussive: Imperative: 442 Most imperfect tenses of Form II (Rp =<) and IV (Ro = 3 or (s) cannot be differentiated without auxiliary signs. The same is the case regarding Form] and Il of the verbs R2 = 3. (See Appendix: Tables 5, 6, 9, 19, 21.) 1.3, The derived forms of verbs R3 = 4 or cs 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 Ry Perfect tense: Imperfect tense indicative: Imperfect tense jussive: Imperative: 1.3.2, Form IIL Characteristic: prolongation of the vowel that follows Ry Perfect tense: Imperfect tense indicative: Imperfect tense jussive: Imperative: 1.3.3. Form IV Characteristic: prefix a- |, vowellessness of Ry Perfect tense: Imperfect tense indicative: Imperfect tense jussive: Imperative: Forms II, I and IV of the verbs Ry = 3 or «s are conjugated like Form I of the model verb =. GA3_ The imperfect tense of Forms II and IV can neither be differentiated from each other nor from Form I (R3 = G, 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 pronoun; SoU pl. gy! (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: o* (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. i Joan J dt Jou & b) an object We know who is holding the negotiations. ©) a predicate or This is (that which)/what happened to me. 4d) the 2™ term of a genitive construction or He told us all he knew. guid SS e) be construed in subordination to a preposition. Hie has told us about the things he has seen WG ub eo & there (lit.: about that which) : & The price of it is 10 pounds Soucinea a teoGs including postage (/it.: with that” uel bal aN by la) Ae ae 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 4 a4 at 5U43 or their souls) of doubts = we know which PS os ppl GEOR doubts they entertain. "You came with the ones who (were) with you of the men = you came with the men who were with you. that which they have of apparatuses = the apparatuses they have. Nominal relative clauses of this kind are preferred to the corresponding attributive relative clauses in many cases. attributive: pendl bis SAS Ow nominal: E at poy 5G Bs attributive: nominal: attributive: nominal: 2.5. Furthermore, (++ affixed pronoun +L / °* belong to the nominal relative clause constructions: there are some among them who ... there is something among them which ... 2.6. U and (:,* are contracted with some prepositions: Leb < (Ly) tye < (LLY) om < (eto «hs < (b+ os) 2.7. Some phraseology in the form of nominal relative clauses: including (Jit. with that which is in it) after approximately one year (Jit.: after the passing of what approximates one year)Lesson 15 199 = ———— —— A oars AS Ae AG it must be mentioned (lit.: of that the to remarking of which is necessary) puna as for/to..., with regard to, as regards ..., as far Trey as ... is concerned mae Vv to lead to L638) 5 I] care, caution Australia Ll p+! | careful, cautious inch Lg Al] injection tosupportso, sth + «2 (gly Af 11] reserve ole ae well, spring, fountain UT © (AL to prevent sth. ao 4) Se Bedouins . 4 | snake ok ee nomadic Bedouins 5 3-2 | creature, living being ol battery Le & by to store sth. > OA) of} blanket fertility at remaining line bbe & ie rifle, gun equator slo! Le to make clear, to explain sth. danger oMesl & on snake to facilitate, toease c+ (Lait) Ad II sth. with the exception of to carry out, 26) ESV light a a to hold sth. 2 to prepare, to provide sth. ® (0) > II part degree centigrade uy dye ary warm “gale joumal raising, rise, increase oe 0 freezing (intrans,) high ee below zero ca Jor y2 042 | height, altitude, level che gle wireless, mobile phone She Y Se sand Jl. De do to answer so.orsth, de ( wind cy CO pocket to want sth, ofeach 2) alt iv (prep.) until to wish sth, 2) th to speak, totalk about oF (54) Zz according to the wishes el de200 Lesson 15 to supply so. 2o9Oys) 245m with sth, Peovaans asi e oF Coy) 5 20 Gey) Ge to go beyond, to exceed to precede so., sth. secret dele ie ‘very soon Loe fall (rain) bn poison oe poisonous AL driver ope dL flood Jee @ dm vast, spacious oe desert Cie «lve g tle Sahara Ss gs slowall rock (coll) » ee cre tohitso., sth. 9 ® (Cama) GLel iv Somalia db salt pressure bike ¢ bie to loose sth. 2 (G4) Geu atall BLY! le > Cob) ote a to develop sth. energy, potential ole i Ue (prep.) during ab average; rate ole iat storm Gelso tpl damage 5 to giveso. sth, J /> (e) el v scorpion So ylie ad je God knows everything. pei al to announce, to declare (al) ol iv sth, spider to suffer from sth. dust strange Gobi @) OH), ue to change, to alter, to vary (23) 2 Il sth. (@) (Rh & u to think (of) flooding to trickle away (in) fate, destiny in the vicinity of highest problem, case satellite, artificial moon to hold, to organize sth. + ( power, strength 6s, a z a dune US ¢ ce ball, globe ol t ¥s bis tobe about todo (df) Aaiay GK ol sth. almost (with negation “scarcely, hardly”) complete, whole, entire Kenya to cancel, to call off sth. + ( to throw sth. = to make a speech hundred permanently to go by, to pass rain full of MongoliaLesson 15 201 wavy to finish sth. a (oe) ceil iv characteristic climate ce plant oo z 3 | to sink, to go down (en) ae to result (from) raining bd glee star India aud! engraved air algal cbt ¢ ole rareness, scarcity 5 | heaviness sy rare, scarce 5 | oasis ole Hl, copy a 7 tts | wad ob, asi ely half, bail ¢ Hai] to bringso., UJ « ee) deliv middle, half ax Sato st tt ae : ia to explain sth. 2 (ey ees day el cole Text 1 slpuall gle SUL pty Lend) f oar Oy Jy BF bl Bi ge Sybeuall G Ela Bj Ve gre Ang VS LayLeeall Sot g Las Js Jing yd ems le pall byie Oyo Bde Oly Lip af 5, elgg Ole] SLY! Rapa ol pecally GS cl peal gry Qi bial) Gol G HUI Clana aby 5S Gnas BS LS Il y tah Gb My Ol ply Thal op Ba slaty oP anS shpoty Ws EWS) ses pe gt BAN aes Uf eglanh ae ot Oth JLepally LES SUEY teal B yl pre diets J tiLo| LW jparl eel BEL He cy Ue Se tll coal Leal ol peal LT ol eel sles! 3 er B20 9 by cole feed cll Lidl hb LI net yl pnall Ghul ode G4, Be bag Sy sly) Gate J ye eye Vs Epa Id) dogo éls OSs Aol tayo 09 dl} Jul g LH aye daa a elt g Uf - jal} at ae te patel (ae Ge ol bh202 Lesson 15 doe A} Gb Rus Bole wad uy le Lat 05 WN Jybe Uf LF tl GoM Lele Goo ys Woke ry oblad Lee pnd By obo gl SLE! SI Sed JL aby che Le CLS fasiy let gly UI Le oy sy ha by Wall Wye WEEE jal) ay or yo OLS JR, Ale Text 2 sl pull J} db Jt fle BS ott cle SW aS di ttl a sil cleo Sel paral B] Lele py egal pyii Of Xe Ue ple be de ot 1 Ulng phy YS gt (JS Ue oe Sls Y Sieh IS ojo deb A deed Lely ally Lbs Sel recall GUIS Legend as fo: Of AS cl reall SI dey pr oe Sy ceil BU See (as WLS SE MEN y SY tele Cod al LS cel penal OY bln! ae OS Elder sabete JEL y Jae Sas of yf ak Ga of waded dey BSNS oda JF ZY dit elt of ry wile V slg Leaf be | SEY Sy eglef a) Seater JA Obl Je ty siclaall LOY) Gb ye any BC aly oy al J let tea clay, oe ae aT of oe ble: slot ppt oF (ls Gy WY ps alleys JU asloy Yu adie ADL asl peal! SLI Aly CLS CSL tty cubettly GED dehy AW GS 4 te 2M Splat J) Rilaly Jab Caf (15 OUlp Al ode _ thay ae Yh lay ole p pet Le DUI Stl git! Lat Ugedy Gar He see US Ul At eh BS 5 BN Lt Oly et ES GG de le ct: Coes ce wa) A gees be gtd dy 1g rialLesson 15 203 Exercises: Li Try to find English equivalents for the following (partly colloquial) proverbs and sayings preceded by <+. $4 (to complain about) Sety 3+ A yi opl cy (camel herdsman) Ste Gof Joti Lot «ASI (to shear) 5 (wool) F all ciel on edow yp thor atl Stay acloeal oye (their equals) (ALE oy OIS slut! (advice) ) 4 (to listen to) gate oy -(to suffocate) G25! G23VL IST oy wy (bread) 423 ole I 3 al oe -(to give one’s blessing) 44 ¢U cy -(to finish) » (to do something for the first time, to begin) ¢ 4 c+ + (to make mistakes) +L 4a 95 44L (to speak) MS y+ wher y Sor oye stiles! (to separate) Gy ani Cot +€.05 & (Sparrow) 5 pias!) Ge whe L+ JU (to cheat) OL 3 AA! i OU (0 knock) Go c+ L2 Identify the Form (I, Il, III or IV) of the following verbs sel fat] ot! mot! cell af lel | at] 5b / alt] alt | deol wel Seely | pil) eo tel aya J tt of Ailey abro Wd ees) SUSY ails Fabs NS hI 4S) Ghul mall AY de dy) ONAL) dol bl tel Rekie, Ul Lyall opel ee oUole and insert them in the given phrases.204 Lesson 15 el peal Eke Sjee BLS aby Oty de a> I L3 (Homework) Insert the appropriate relative pronoun, potas y ALI yar 2 IS Gch y Leet op CLG Tol La Lyle. bel oe pen o G1 Transform the following sentences into the imperfect tense. Replace -~! with ¢ yl, Odd gE pal i eal © Oi GOL gal as Dee © alltel Hie Lo I 254 el Bead WIS yy peed! Gedy Gill WG gels gall pode CS) AB yer cle Ly seal ig at Ha 59 a Ay ll NA! dole WU oat pli Lis wart Bad WIS oll till dy Gbrl lal Sige dle ada cabet By BS ty Eest coma Gals 65 so peul ill gil ol & po Lagil AE! eytll glee SokLesson 15 205 shade yo ya ag all Ol Gaby dy} & Body sya Lal ay peadl Gad olef Gad Lye wl dl) fly of ae olf gall alll Go af af Loo f ededh oy Lis es of jie oli 20 2 gall ab gh we 4S phew Coal AS dat slaei SeleulS acbaef fa Cos dp oles Js oh I Slal > Ue poly what g gilel jo AU) eboly tien Sap) dS Joely wd y fell e sale aI ely ceall we) GL We gf vga poe UY ale gf G2 (Homework) Repeat G1 and write down the sentences in the imperfect tense. G3 Transform the following sentences into the perfect tense. Replace é with jl, < got iy er lst peg © obra! Bs ee U ale ll el 2 ph SG peal ae Tell pul gate SI Lala! ode seg Ayjlendl Yaad pj oy IAB opine iS ce HAE onli Le ogil why el OL Cale hl) a OMY) GUS ale OULU de Uh hy ote206 Lesson 15 LUE ge dale YdLE sh el use ai odystl a: dale of sal uy Saal oe Ls opt of a gga oy Ges G25 of hho ans Odd Aye M} dl of 45 wale SUL, ey of af ee wept pig ah cb ssobl gs cUale is Joly 8 phew Eo) jy holy G4 Give the imperative of the following verbs according to the instructions in brackets. Lljot de oral < Spl le - ob ISN jut de ol < a Wf) le Npet << ~ (sg. + pl. m.) yell - a (pl. m.) Bslall ode - ast (sg. + pl. m.) UM le - oll (sg. + pl. m.) Led ole - dees (pl. m) S18 IS pF3- aye (sg. + pl. m.) weal - ma (sg. + pl. m.) pan pinks gt hel ell» Ls. Bgl ope Oln - dad os Lets sll Glens - Ula) U2 - A ye dl oul - Bialy dead - eS - > yi. Vda. (sg. m.) Lawl - elyLesson 15 207 (sg. + pl. m.) cad! clae a> fas - sl al cle > ell - tal ele ee Corl ll - sll cle (o> ULSI - Bolu Jef 9 pill = cael dey SLE YI - (sg. + pl. m.) Sue J} - G+ fedf G5 Replace the perfect tense with ¢ + jussive or ¢ + jussive +x “not yet” or d+ jussive +2% “not only”. Od Y UE Yall Bylo © ste Od goles pall yh 2d © bd Oud 9 UE pall Ji 24 © Spe) gle Cla Gif GAL 45945 Sy pl Sa glh ceil nyglee Cagil Bhdy sly of ure olf cman) oo Ls G25 of stl wal f Saal y aS ce aU Sus \ yal 150 lusty tus (pee! hs 98 colar! 13 scott b) Ula Is Lf sol ea te agit A oli) tatty of af olf sbaoly Lis et af bs f pee Hey Jey of af af Blah > CSU rely Ob gfell + SUSIA! ii fel y C1 (Homework) Write a list of things you need for a journey 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, etc.) based on Text 2. Final Exercise: 1, Transform the verbs into the text to the imperfect tense. LE Get tala cone gh aS Gad Sil lied die Ea WL 5 otal EM CL Solel aged Gudl Olof os! peal J) dey ey of bof Bat AL IS he tort oI aI JS a SH oat cea g ae Lgl JUS! SLE ccbl M ye ASU Bby d] S SI Sf BL AI aby ye GU cl pA Iypbel s-W yy oy dl apace J aay dal Ze byt el ye ow Sb lowell GLa Bp bd OLA Gs CaLe AGL CS Lady jl! ell dS Uy owt bute Sb OAS abl ee gl 2. Negate the sentences of 1. by means of | + 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. SB ppd Le Bagby JS Get Y ely oe ell Bo OS Lal vygine Gul Obel... ie J oth gee. did steed Gat d 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, T'll see you next month, God willing. Your friend PeterLesson 16 BS pdled! (wll Gp wy 1. Ordinal Numbers (Angi! s1ab4fy 1.1. The ordinal numbers from 1-10 are: mi, a a a of 7 a; ~ a 4 wb r) i 5 me “ le ™ - ah 2 a eo 3” ill _ 10" 5b pe The ordinal numbers 2-10 are adjectives of the pattem LeU a"il, which have been formed out of the corresponding cardinal numbers. AAI OU, definite st is declined like OU, definite .cLetl; of Lesson 10, A 6, and Table 37. 1.2. The ordinal numbers from 11-19 are: 1" 12" 13" 14"210 Lesson 16 se 16" le 1s* 1g* 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 year SNe the 1* day oBM edt T'Tishrin 7h) F (October) TM 2" Kanin Ganuary) the 2™ year the 2 day the 3“ year the 3" day the 10" year the 10" day the 11 year the 1 day | Jaz (est 3d the 12" year the 12" day 1 eat the 19" year the 19"day | 7a Aut ¢ 4A2 The ordinal numbers for 1%, ie. Jf or Js , are frequently connected with the following ‘noun in the form of a genitive construction and are neutral as to gender in this case: ie. for the 1*time 35+ J5 The ordinal numbers from 2-10 also occasionally precede the noun just as J's! does. 1.4. The ordinal numbers of the tens (20", 30", .. . 90"), hundreds, thousands etc. 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 | ,/% the 20" day ogi ef the 100" year the 100" day isu) _ the 1000" year | ii acuf | the 1000" day iby edi but: the 20 days Osea @ eat the 1000 years 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 Osea god ea the 22" day Oy ahh y the 31" day Uy oss the 38" day a, Lett Of in connection with a feminine noun the 21" year | the 22" year 3. geal Iya the 31" year ost, Bobs KE the 38" year @A3 Ordinal numbers over 100 naturally occur rarely. They are either paraphrased or expressed in terms of the preposition xi “after”: the 101 day WU ae 359) Gf 1.6. Dates 1.6.1. Dates are expressed by means of the ordinal numbers: on May 1 wh ft Sig (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_,¢-2: Mee SS212 Lesson 16 Ad An even shorter form usually appears in the text instead, the numeral being employed: SN ag sea a) ‘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 vaasfely g 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? tah deb ab The answer is e.g.: 8 ed) godt et Today (tomorrow) is May 1*. IM oe UN ay GST 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 at 5 o’clock at 10 o’clock at 11 o’clock at 1.00 a.m. at 9.00 a.m. at 10.00 a.m. at 11.00 a.m. at 12.00 am. at 1.00 p.m. WAS Bet gl act G at 5.00 pam. pl ows wot gy at 6.00 p.m. © tes tpt acta g at 12.00 pm. Be Se Niet 3 wef is often omitted, and $i | LoUie tautd 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 (¢23),'/s (C2) and '/; (ital) 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 4 or Y|, The noun is in the accusative after J) . at 2.30 ae at 4.20 at 4.45 (a quarter to 5) at 5.40 (a third to 6) 1.7.3, Time by minutes is indicated in the same way by means of yor Y with the corresponding cardinal numeral and the Arabic word for minute (: at 1.05 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) AAG The indication of time “... minutes to half past..." or “... past half past...” is possible in five minutes to half past five nine minutes past half past six 1.7.4, The time is asked for by $21 por by (OVI) pS WLF = What time is it (now)? The answer is: It is 1.15 now, (aos Kei gh (oD BEF Itis 12.30 now, hails Gee Wh (YW BEF It is 3.50 now. (10 min. to 4) 3 sy alt (OV wef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 first(Iy), in the first place seventh(ly), in (the) seventh ~ second(Iy), in the second ~ eighth(ly), in (the) eighth ~ third(ly), in the third ~ ninth(ly), in the ninth ~ fourth(ly), in the fourth ~ tenth(ly), in the tenth ~ {16 | fifth(ly), in the fifth ~ 3. Fractional Numbers 3.1. The fractional numbers "5, 1/4, V5 cardinal number according to the pattern JJs3 pl. Jlait: "i are formed out of the corresponding % "% ett) oi ‘4 ‘te etl 4 "%s plat | ue 4s \s hd | SI " cul le etc. Only the fractional number ‘, 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 le or by ¢y+ ©" “a part of”: ‘hy je hy oh | peet ey, ‘he Beta ge fn Be op oll / BL gleLesson 16 215 4, Numeral Adverbs of Reiteration . The numeral adverbs indicating reiteration are expressed by 3 + cardinal numeral: ‘once, one time Buel, 342 | thrice, three times twice four times re rendered by means of the pattern fi°ali, AT The adjectives “bilateral, trilateral, quadrilateral ts Ge gt 5. Decimal Numbers ‘The decimal numbers are written with a comma and usually spoken as. follows: eB. 3.9 ra Ste oy bad et BU / ts Lo Be 4.25 to] de a Oy hey Lae Hot taf [ype Lad pl 7.123 | Vode] yall oo Oy est tee Web dew / Oy ptey tee tol tage @A8 The decimals can also be read with the prepositions org: 39 YA Syke oy dee tis | 9 BOE | Gad Al | ge OSE Vv before (time) y obtaining sth. le J, al primary (gsi hairdresser ore Be primary school Aly) de ye | transfer te he honesty, integrity : é soy ly Dla all ple I op A cp pte Goll Gy L3 The teacher quotes dates in Arabic which are to be translated into English. L4 The teacher quotes dates in English which are to be translated into Arabic. LS Answer the following questions with an exact time. Sail om psi Sy gaall pLb [st Seed on CF Sagal S) fai Sung yt fag ae Selaall pla JST ce LE SSMS) a Serell bl > gad cote Solel pb JS cs220 Lesson 16 $y pAb) jlex (here:to switch on) 78 + $yUal J} aa es Swhide pli aid fas SF told! fed oe Sagal GS ose LA ws we L6 The teacher quotes different times in Arabic which are to be translated into English. 7 The teacher quotes different times in English which are to be translated into Arabic. L8 Answer the following questions. Spell 9 OS Hatt odie Bo OS SSlel hp Blas all be SF SOLS da oye phe poled pth O15 oF TSU J) At eI gop oS fy o plo Uke Gay pS S(Ebsinealy Hinde) De, SG el Se oS Goad 9 OS Bp gS Seah g aS Bp oS $B pall J) AT A 84 oS $0 y pals Sle CH Eye DH OS G1 Transform the phrases consisting of a cardinal number and a noun into a prepositional phrase consisting of a noun and an ordinal number. Wedd < cut ow}! Beg < ie © kee quel BU lel. eh Wy B Bho col gn God cgetlel BE Cyt Lae en celyee ph gek pte Ll Lay phe det Obes (ay 3 deme ofl tye dele Bate LSI Oy 5 GE gael Bae Lge OB land Chi dhe pe phe Be Chin BBE Gnd cle geal pre tah cel Bee cggilel ee Gtoly slag, phe tage cite Bye gf dade Syke GUE B Ete OOLesson 16 221 G2 Vice versa. el igt < pti hg © B Hal NY ge tall Ow g te Galt ey WG aM Eg BA IS Ce A dl ba el BC ¢ eI CLS Oded deg SM) eas Gg Opal dental ae) BA NI pol Be SIU) etl g Cte alt Oa Cee el whe pled & ye B poled! Opell GG pte HW dela GG te dy aI) G3 Provide the dates for the day before yesterday, yesterday, today, tomorrow and the day after tomorrow. ET ep SI OS IS wie LIT ge raked (gay LE GIST ge Geel Gye pd G4 (Repetition) Transform into the imperfect tense. wld) dite wal phe < wd dite sal (© yg Blely jad of UST — US Jail of Sf tae Uy sls of ULSI fo DI say fees yp Af - Ponty thee GAT fo - SL Fiat ole. Ble chaste - PHlnbe Sf dae cla yf fe - able Uy dL, Cub of seuGrel J) Sal ~ Gass taf See Geel LL — Sea GSU Ga © pa BL BES No gi Lagan pool Lagif — AyAbl elke) CAG — deni Lal 65 — CLL old te — Uriel pK) Lads SOLAN dam pb ee fe Az slash 5S OS) - GY Ligne Ly - gall ply CS) ail he = BpLIy She J} Uply - lady Oud UJ ple - fog ole of dy Se zd) Osemlenll jl VAAL =p pall ULLE pind — ppl clan Galt pad = Sebi WS uals fo sus! G2) yl222 Lesson 16 SF = all al J) ays — lS! a ff yh! LIS IU gas d SYN AAW! A) Reet pall Ra) Gye Dl II dab oF lis Ll — an 3 Leake ye olde — fab) ge Site SL fo slesdy Gg ttt lagi clad Laake ~ pd Al pTteabe — GS otise ual QL SUL Sem sh be - US ago af — US Le af Ske Cll SI pal — eA J} pte Gal, - ASU Ib 1) Cal, ; : “23S Llp Like SLs ELL - Ste CLL oy ile Spell op foe pydl LY C1 Report on what you do every day using as many ordinal numbers as possible. 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 ... Airport 12.00 o’clock lunch 14.00 o’elock meeting with H.E, the Secretary of State etc. (Write out the ordinal numbers.) Final Exercise: 1. Combine the following nouns and numbers (Write out the numbers). ete pi t try Ae oe \ oe le By vey Bas ye ° _— Guy tery Joly YY 4 re a NNN a mY) Bme A a Ve ae oir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, 09.15 am. 10.17 p.m. 05.45 am. 01.20 p.m. 01.55 p.m. 05.22 p.m. 07.25 p.m. 02.37 pm. 09.40 p.m. 1918 1798 1945 622 1258 11/11/1404 03/09/2002 20/05/1991 13/08/1961 16/06/1992Lesson pt aglaw yl 1. Forms V and VI of the Verb Forms Vand VI have the same basic structure as Forms II and III. The prefix ta- is added as a distinguishing characteristic. The succession of vowels in the perfect and imperfect tense is - a - throughout. 1d v_ ‘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.) perfect tense imperfect tense 1.2. Verbs Ry = 3 or s VI perfect tense ely imperfect tense _ 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. (Appendix: Tables 16 and 17) 1.3. Verbs Ry = 3 or oS perfect tense R imperfect tense ie y and cs 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 os perfect tense imperfect tense indicative imperfect tense subjunctive imperfect tense jussive The verbs R3= 3 or 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 <&. (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, mare 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. The prime minister welcomes < soa) 3 sMally eli, at CSG the Arab guests (or passive: the ce op pe ag ‘Arab guests are welcomed ...). AID ks oe GE Coal Us Rall The politicians support the < dh Vis 44 fede relations a withthicy © eye = er country. Ogee dag US) ie eu I accomplished my tasks {+7 \-%-% J eee eee inumediniely. LB ial gol < U8 gla Gul How much I love my mother! Have you seen this film? SEU “Ye lah Vin < Gelah (he Loaats “fo226 Lesson 17 AI 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 or Casus pendens. - This construction is called ¢=¢> gh 3 af “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 = it again The visit of the Egyptian delegation begins on Wednesday. sg EG fh < 8b Sued re ated The new models have fixed prices (lit. the prices are fixed). The picture has beautiful colors (lit: the colors of the picture are ohne be beautiful). LS GIGS 5 pall 4A2 This possibility of detaching a noun from 2 complex sentence sso given with regard to Thave bought many books in this bookstore. GA) adv ope Ge (tee cae Tele Soup GAM 3, gal ri ie») 4) Pe) Ze AL) oa mm Hoe (CIR) CHIE to bet on to range from sport because of race contest, competition to score to score a goal help, support basket basketball healthy, sound place Gauare marketing popularity popular sheikh to become sth. boy - Eb) ee] weal wrestling business, deal Slike ¢ tie qualifying contest x, weak tints @ Gee toaddsth.to dl} = (Lagat) Stal iv flying volleyball to think, to suspect demonstration a ne Jole mm (olxy dale vi to be equal to sth, to end in a draw[Cs ley she running broad, wide ae known oe brain, mind, intellect J ee tz ic to reflect sth. > (Se) wks uke Sh de ‘opposite on the contrary to sing (A) Seu 7 oul ole ual to watch, to look at aed & 5) cAV spectator OF e oe rider, horseman out cu 4315 i dh Bic 8s horse show team, ensemble art to win against/over tribe disc jump(ing) bomb phrase; thesis value comparative(ly) record football, soccer cee track and field events Olly &Lod} Oia match, game sports ground cee cl - player ope ey boxing ao Lesson 17 229 to enjoy sth. like ideal to praise so. 2 (Faby oe wife (with articte) 8°M) | {ft past (eau), et tobe able todo sth. oy (ax) op St v model ole der medal ole thy place, ground excellent representative team club supporter sail @ eli influence 3 yi ae a = (e» Je lhl le Sa to transport sth. live broadcast transport(ing) ee final , le kind, sort, type, species clsle EB taking (of food, drinking etc.) Syl attack(ing) CGE) a] goal; aim Sul @ Gas hormone be o's defeat Fe importance 4 face ogy ory distribution order, medal wetlec J to expect sth. = (Ge Gv230 Lesson 17 Text 1 pl Le dels Tyla 3,55 5 MUN Sy LHS y pall fos by yg tll Rob I el gl as SN Re) atts hepa OL! G Really ATW, OM LN Gly ashy Ladi cell Lah pall 85° Ryh Lally Sl Obl oly as Uglies dy all OW! Sols y aU IG A Plog og au Gla tae Rob DN pe BS Elst GAY 2) Gy Lab AL oY, by Gg aeb yl Med Head Ole 52 of gy Eyal Jyull aes KE, Bey ea Lp aw Gd LU Sg willl Cab J eof dy Lal ed gt SLM obay — _~—s———mO tess ett Jy OgasAlel ely Bl cle Ul Rang aid ole Laat fy hw Rol 3 alls AD salty Glee) hy Jody Lye yet y Laghaly Spt) oda clog, La paty Ble ASS 6 SE tN) Op ill D3 oily ey dll OWT dad OL, a paley Lal pole caky tery tl Bag daley Le sf Vg2 Opry Or cee Gey ATI GL J Ba olay SF pee ft cle Opeth yy Bled) cle ALI cary Sng le deel be ltl Le 9 erg Geet FOU gf Gat le gs ILM ple by peeled BpRe Hy tall ow aybast opi jth Ole Sale ge pill OL al Text 2 al d $e GS Sul igyk Soot Has y UE cael Fol Wd AS Go fob fo dh Wt gt UT al ya gis te ae Ly OL as ats dy al Syed ode Y Letales gil Gd ale gyLesson 17 231 Ay all OWS! IS or G3 yb ode Gg AyLts aal Spd) Ladalts GN aol I el sl ely ig yb ASUS OLW IS Lew pydl tole el UY G died Objle dy coal ed vat ally GLa pally pil Olio fe Okay SL Oba PAU 8S Algal TUM sales cL ay eT dj ALL aly Go al SeabgAl Roby of LA Au, J) bo yell aig le cle Bo yall fa tye Spey Slee olathe Rok J Ut Lf doyle UE raat Legs meel AF ces Cala arpa OY thee Ul SBI Uf eae teres Cee ll De gall Vy Oy AI ILS BGI LT, RW (are We ed ue spre) eel D pale find 2 Dyill Sey Lob JI Bere Ul cee Opa Opa jal Bgl Op ms Ht Sy Ge le cat ad aie ade told LU fy abe Guat iprlid bth etl nil Jan oF y ieal Vy Ane Lams OY 013 t Jala of ff Gat Cae ice Jiglu cael baw ee ob ye Kan oe Gel By phe BS 9B yA tl 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. L2 Insert the correct Preposition(s). 7 4! Sle ob] per | dey]. By ale/ tes]... we]. eal ieel.. Sel ele eel. Je / tT. an ag ee232 Lesson 17 3 Form useful sentences with the verbs in L2. LA (Homework) Form a sentence with each verb in L2. Use different tenses. LS Translate into English. aobed OLS 9d at ALS LS Gg deel ld yal bie I WLb Jk 43 ey chy ed) OLD BS Anal 1S tad lead ao ll DE Ob OI Gh aol, JI lI tle MU deer LU Kenleel S58) 993 ley ceed! engl old aft Gilge bbe Old Gold ALS 1L6 Form equational and verbal sentences with the examples in LS. Jk bday < Je 33 doy 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. | AS Gee, OL / Gaadll Beh... doe / apt 0. tS Nye ge oe DU ie | Logs CaS ctl B | del ) gay. OLLI sus | GLAS yam ome a | Lat yeu... dye 4 / Gul Cheeg pee | ell Sp 8 realy. oS pl IT Gg egaly .. Claes ate ee aa LS) Leas G1 Transform the following sentences into the imperfect tense using the words and phrases in brackets. ALU de Fix < AU ole oe hey es Cy otall os sw gor oy Bi cm slsLesson 17 233 ajke gal ual as ge UU! cay dele Q ke ails Sill dg wogeale Gee gis lhl Os i} cobs — (Poel eo OAS Bee yell) poll Lda ale ad ise aay «gills Be) His gy he (UDI! ality aL,WW aly oo 2b w(cnso lan GBdom| y dele cielo GS) Seb ied Ha! «3 gel Gad sh 2b wale ak ol igs Be ah ool Wags GI leah ob eal xb of) yi LL eal gh of wd ALU aly ots i uLt he pad Qh oe hpi Ol ee old Lia KE Bled lie Ipldey Of a esl XE wer sla sly op BySHI KE ASUS) gold Opradl A 52S Glad og 3 cle Of sy pls nF realy ete ah JI GE a SL baelns, lead! aol J els oe 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. BW le os < BU de chs G4 Answer the following questions with “No” and replace the perfect tense by ¢ + jussive. stele £5 ie < SW de ce ® Pay attention to the helping vowel, which must be used after ij jussive when followed by the article, instead of Sukiin, PBL UM gle gir jas fe Splat oaale Jo Wyld ashy est be task oat a SoUslAl aly opt ANS S41 at oe SG ob be Sols pall Jobe Le OL PAS op KE Jp Sead deg of SE Je Spl) JB ails of Ke oe Sol, Corsia tee 0S 5 fe G5 Put the words in brackets at the beginning of the sentence and insert the respective affixed pronoun. Usa gel < Ligieipowt © U8 (Codally Ue ahtcenll St (aM BU els sill cleo (oe) of sl (Geitel ob 8S aby iL!) © a> Bn Gites! ola) aw vale (Ald) Lay denote oly £ (Odd dele) Geyal oS went gee SAL (Ceadl AWS) GG KG US colo (oll os 3)Lesson 17 235 Sool GeV oss choy Jo WUsbrah eal, fo {Geb rel cal) Sr) oA ofl dh FSI EUs) eawy ISL 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 gla 2 ie OU Lal tls pt OSE eds Le eal, Led cnet Siped eenel OTD, onal one sleet Le Cy) 7 opal Raat ab EH GL Sle 3 cole lust ana 1 toe Usual ser alll Gig) EY 2. Ghual ogo OLseall Jala’ 3) yall GL! A EW RE daly ant Habel Gob JI glpl cack de Lally ASW de Lop pdb BAL OL UI Lunds omen ye lb bys Gla I ew of 2. Insert 3) , Of or Of (+ affixed pronoun). Pre ne ct SE et pt BS ab Yo GBT le Leda. J (BW 0 NF ae uy Es Oly aL) tal, coe SG ile oe Gat lef ALL te LP aE JB eo JY ae Spf 3. Insert the proper preposition(s). [oe pat] CHL aL Beg] eel Se | oe sty foe SBP oe gle fo Zefa OLE) oa ded | oa by fee dey BD BL LED | oe fee oe dey ley | oe J. SG]... be]. leo]. pel eet] etl oy236 Lesson 17 Lait en CII oe bey hen Sel rl ple oh ake 4, Put the words in brackets at the beginning of the sentences and add the respective affixed pronoun. cel OI) OS ene yeel LL (GLI ALI) GS US cl (Geely eof, ee Sai py al Je Sal ee YI obs) Le, BN he hyp (aly Lye (2 pal Hy coy BU CL) Ge eee tl (Gps) Oh tall cle Lally oy if eed Sad) CS BT (Al La) Wrele dad (SI Ledl odey jlel 5S 235 (LI VARA = V48E ot (Gaul Wbe) bral 5. Insert the proper relative pronoun. ve OS pe ae | ER Ny am oe Gell ae / dat gel... Uylhll oF ve Chey At | HU Sead. Chey ee / tall Sp eget vee OLS | Saw GLB. ee / apt .. GUS/ OT g gat | gah SS oe carted Gf Mae Sf gery oe cold as | Ell Qe STL LUT Gg Lyege .. GSN) ue 6. Translate into Arabic. The kinds of sport known in Europe such as football and track-and-field athletics also enjoy great popularity in the Arab world. The Arab countries with their representative teams take part in the championships of the world. There are also kinds of sport in the Arab countries which are almost unknown in Europe. Nobody scored a goal in the match we saw. The price of a race-camel varies from $500,000 to $1 million. The folklore ensembles sing old folk-songs which reflect the life of the Bedouins.Lesson 18 PF pest Go yl! 1. Forms VII, VIII, IX and X of the Verb Characteristic of Form VII: | prefix n- 3 Characteristic of Form VIII: | infix s(a)-+ between R, and Ry, vowellessness of Ry Characteristic of Form X: _| prefix st(a)- 2; vowellessness of Ry The consonant cluster at the beginning of the verb which is due to the prefixes and the infix is dissolved by the prosthetic vowel i-: (in- 3\ (VID, (i) - Ry -ta- 3] (VI) and (i)sta- =| (X). The Hamza as the chair of the vowel i is a Hamzat al-wasl. The succession of vowels in the perfect tense is a throughout - with the exception of the prosthetic vowel. The prosthetic vowel is omitted in the imperfect tense; the succession of vowels is: a - a -i. LL. Strong verbs perfect tense imperfect tense imperative (Appendix: Table 14) AI There are various rules for the assimilation of the infix - to Ry = Bis 09035 ye ye ch Here are only the most important ones: Ri) =<) + infix > example: ¢3 (to follow, to succeed (sb./sth.), to pursue, to observe) Rye b+ infix > Ie example: de ebb} (0 look at, to inspect, to examine) Ri =c2+ infix 2 >a example: ¢-tla42| (to collide with) Ry = (2+ infix 2 > example: -44">I (to suppress, to oppress) Ry=j+infix © > 23 example: £25 (to blossom, to flourish, to prosper) 4/2 Forms VII and VIII of verbs Ro = 3 oF cS do not contain i; see below, 1.3238 Lesson 18 1.2, Verbs Ry = 3 ors Vil perfect tense imperfect tense eae no verbs imperative ibe R, is assimilated to the infix t- in Form VIII. (Appendix: Table 16; Table 17 shows a survey of the forms of the verbs Ry =<.) 1.3. Verbs Ry = 3 or s Vir perfect tense 15) imperfect indicative tas imperfect jussive imperative As is the case in Form IV, the verbs Ry = 3 or cs also have the same forms in Forms VII, VII and X. Therefore, only ¢ is used as a model verb here as well. (Appendix: Tables 19 and 21) 1.4. Verbs Ry = 3 or os perfect tense imperfect indicative imperfect jussive imperative Forms VII, VIII 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: (si). Lesson 18 239 to be or to turn/become black Spc 3gef | black to be or to turn/become red/to redden fei< Goh | red to be or to turn/become yellow/to yellow Stal < tel | yellow to be or to turn/become white white The initial Hamza is Hamzat al-wasl, as is the case in Forms VII, VIII and X. The verbs of Form IX are virtually only used in the 3“ p. sg. m. or f. _ to rent sth. renting either ... or hoping that initial, at first, at the beginning research to begin (intrans.) direct translation; also: biography technology, technique fertile, fruitful (prep.) during carrying out sl >| to meet so. SS) cob vi (prep,) at so.’s side not to know sth. = Ch ber JS Gs) Se to be allowed ol jeep " to love, to like so., 8 co (C sth, shoe honored, dear hospitality 6 gli> toneedsso.,sth, Sh} (CL) cL! vu to try sth. dfs Ose) dol mr Goce mmedaey dnc, | ie expert, specialist dhe Cae periodical ole administrative duration, permanence to show so. sth. to be asked (pass) =p requested; expected, hoped for yy rural fe colleague OS 5 to make so. happy of e Gay) So Tam happy that ... Sees contribution cle} to drive sth, 2 (By) dL driving concerning, in question srol, net ole Ke supervision ge OL totakepartin = (xe) Spt ve240 Lesson 18 to work es) Jee) vir thank oe spectating baal joining of Sd plazil (prep.) in ie demand Lb via, by means of ab os to be able to OF Gat) glee x enclosed & Arabization well-being a permanent well-being Abd) (lye dean Haak & dene to treat, to deal with» ce (lulu) ole Mm tobe in touch with, a+ (ole) ale VI to have (business) relations with so. , He ae (BAe) GE x era, age, epoch to last fax single, individual excellent to inform so. about visa to accept sth. to kill here: estimation soon article (press) bg Us cabriolet ad yp alS te, do so. the honour, having the @ SS pleasure open; roofless, he is able to to get sth. examination to joke going on foot wishing so. desired, welcome method; way wee to end (intrans.) se) el Vi to finish ot tl telephone Uileo ab tobringsth,, dl s/o Qos) Loy so. to tocontacts. > (Joes) Jue’ VII connection to wool tz Sha public transport Ble ore! ist t available 3 ys to agree (upon) success agreed upon fatherLesson 18 241 Text 1 yo gawd! oy DL apelin La Allyolill ager os [VAN GBBT Syine/y/y ‘el EIS Medel sie ey ee eee ple vse Saeel M ALAM jhe Lae Gol ee cated WB Kb wey rata onl yp Kedah y PWS pace sh uc Cava he pedis Gulnety| aya 3 AWS Ye Le gE GIL STL (4 Sea gay KAN Spec Adsl al ae aa leg YSLAN, Lashed | NK Ahie begs aakiniy. rryver Sb tovrey GU \. Wore Shagblolele y Sve oh gs NSS 2 (gee cleaS a) Oly ile Si jashade Sie ye Ss plead Set Lean optebl yghill Lb] jaro bagel * oN, 20 Soe rs Sbsleavrenns, Gila ayrgtas silly Shi pail ae. AB, olill ager pa242 Lesson 18 Text 2 Cob Bll $e GS ntl Clre $ JEN AS ont Os che AS gem BAYT Gane la Uf 8 pre Boal hs clash fe OU Sue 1L Petal of SV gp lely Gye tell plat a She peshd undl dole 4 EL di gtel wba Heya! ode der Saale Fake af of LIL OSH gf Jp We Sy Lag) GI Orel pL! at) BE BS Shee by wl He wf Pinal oles: ceed oe & pil Me Bp Of Daly eae es CIES Ble) ia fay OI olka sete jleed gb al be Llp) UlraAl oye Cagitl (aay Wyo dary thee bbe Js ceil IV BL Gf deb ai eI ae Has Nag sf Siar Jy CyB Gites Wpogy bo J) BQ ON ay Fall J Lae ceed | ty OF Lee sh gi Lf ld eat Stl Bye of jue VT Legal fly gay Ad > Has y the OSG OF OS cbr jf Y Ie $ abs Bell 3 sft Cle y Lash aly ALS dopey yl tb yee) Oph ¢ yt Leal oY LO EY yd) GSU thir Gelb uly BL OS caf oat Way G cad bas BET get Yd Lt oy iclhe the iclne thet atLesson 18 243 Exercises: Li Ask each other the question: Do you need ...? Se. UL ct fe using the following words: BB lide Goes ide Qbel aU Gg sgh Ulla, iUlay «2 gis ee jad ball Sham Glee cy lb jer cwaly ler Gl due gle You can answer the question with “Yes” or “No”. L2 Answer the questions. Seat eal eg bee) Fp Bt C5 SI oe AF SABI ES Ble coUatel ile By iL) G pad CHI oy oF L3 Answer the questions. SIM mt eel & pS ell eI a) coll plall G Jats OS” yf eal L4 Answer the questions: eral | cla / ttt | ish / cee | pat se and ecgaed | ception Sell [aL / de Wh / aad / using dates and times. LS Replace the words in brackets by their antonyms. ot (phy ge My estes GeV) Sb obs lead lh OLLI le Sal (o2%) SE nly) Bp tll Lok gl Elst ead tll oy Oylall 135 G6) tae SEI ES Gall 28 Gy) Olly 5 4 ot oy Olas! Gh Bs sbeall oi GILY! de jbl bd Oyo Gute) Ol pw tet od Borge GAS iy cA ayb)y Geral BEAN Gut) oo (ely Lisl) sil (hes) oUat4l (oly) spd Gly G dye eyo Ve Cpa! Syd Xe heey ball (dey Spell tat (5) dl (Ja) L6 (Written homework) Form five sentences in which the verb ,|.ail is used as imperative. . Migll por Re jaai} 1 ell Slob lla} ©244 Lesson 18 G1 Answer following questions with “No” by means of J + jussive. Apt hha G Spal d > Cid ae Geo pal fe © SE pMl Le el bl aa Apel fo Seles Min Gg Uiby Apel bo FOU! ode GCS pal be SUB! ole Y Sugar pe Spl fo Sg lari le ge pl fe SPA hed pal LS RI Jo Se lee Ne Sto) iy Apel be PD eV BOLL BEST HAI fo Sade G LLL TU Shae YW 75 of cab! fo Sogele IU) 3 awl fo Senay Eph) Gated fo Seal oN) or at easel Swtalall clyde Qe Lynne! fa Spall G Clee clietl fo Spileall odie Y palicsl aLesson 18 245 G2 Transform the following sentences into the imperfect tense according to the given example. ® teacher: Sollee SF Of cake! fo & 1* student: Sole Jp of gb fo @ 2” student: olla AU sf of gael oes Sollee J fF of eadeeel fo TU SLlaw W jas of colar! fo Spal jhe WU fa of ab gt ¢ Ueto Sogpt DL] bly Of like ¢ Uae! fo Paden de ad Of sig uty Glare! Jo Spadene GB lyrace Of rUall ¢ Uae! fo Site Bled yy Of AJMAN cella! fo SY peel) (3b of cake fo Faye Whe Sy Of fy Earl fo SUE cg Of ad SI g Urol fo G3 Answer the question with “Yes” and complete the answer as given in the example, < Sed ltl eel fa © ABIL ye Lee ey ell elas © Replace ¢|;3! with the following words ely Opaball B15 gl IS y copdgl sil» orgy pape Sy fell cole 5 JI and replace _~+ with other dates and times. G4 Same as G3, but with the following question: SC. all MeL B cpsdl Cle) Gael ganar! fa © G5 Answer the following questions with “Yes” Te yt che LW | ASB / LGN / ohyis/ clyall / ohhh gal fo Sel sl / stati Papel / lel / gy 2b deci gt / ob S41 / 25) call fo246 Lesson 18 Gael A | pesbel | ¢ pAb le pees pall Jo and complete them by means of one of the following words and phrases. Btls Ley - Ub yb Utils oe - Be pe — Lag py JS at = a — (Ul she dn - al pee - & pel < Mell le ely gal Ja Hy ge EadLe day el phl de | Ai) ed < Se gpl he ges stil fe Lg all he epee Lit G6 Answer the questions in G5 with “No”. 644 Sed ell le gskill Ja ® pel dell le bd C1 Develop a telephone conversation with the telephone operator in your hotel or with a long-distance operator. Ask them to put you through to a travel agency, the airport or the train station and inquire about arrival/departure times. Give me the number ...! Looe bya coadaet cglact The line is engaged. i) pists 3 jal Call again! Lagu Ss 2 ab Ring me tomorrow! tag boas Ring me! losiddly 3 ple C2 Prepare a dialogue about driving a car in the Arab world based on Text 2. Ask about the insurance (¢wsLs), the type of licence necessary, what to do after an accident (Hal y> ¢ Lal) ete. Final exercise: 1. Answer the following sentences with 4 + jussive, UL calls Joo toatl ole B eS pa 21 do Selena Ua ps je US RBI Je Saal pe hey Chae GB Jo Sell ye Dey el Ja es agora rl of coated fo Cam Sle Fale Jo eal Mle B pel”Lesson 18 247 pat fe Spo Syl) OE fo OL LAY Us of caked fa The clit Le Say WIT Oe Clee S prleul fo Byler pled Le $5 youl Gated fo Gensel BLM co acl fa SsLeall ole Gb ibaa! fo Gpadall Gg fe SALI cle ae Ipeatorl fo fie all oii er Gat) col be Some Fl $e oe pal 2. Translate into Arabic. He didn’t buy the book. We didn’t get the invitation, The driving licence didn’t arrive yet. The examination lasted five hours. I am unable to continue seeing the sights of this city on foot. I want to buy a roofless car, i.e. a cabriolet. The hot weather will kill me. The meeting is not finished yet. She will not work in the restaurant any longer. 3.Replace the words in brackets by their antonyms. AD dU Gh) bee) Me etl o%) ob ll (ex J Sd (EY hilly Af Gp. GLI hy (eb) of Ly LS GB) chee op hall Le T) dpb (Ls) El Co) ope ate Qty (F) SLE (Clea 4, Translate the following letter into Arabic. Dear Professor ... Thank you very much for your letter dated 11" December 1994, and for the valuable information and the invitation to visit your institute. I hope that this visit will be the beginning of fruitful cooperation between our two institutes. I have not been able to get in contact with the director of the library yet. I will try to get in touch with him via the computer network. The director of the computer centre sent me a fax with the desired information. As agreed, I've enclosed an article to be published in the periodical of your institute along with some new Arabic software. I thank you again for your efforts, and ask that you take the necessary steps. Yours faithfully,Lesson 19 pe ew! wet 1. The Passive Voice (J s44! taney 1.1. The passive voice (J smal) {ci differs from the active voice (¢ sll) {2+) with respect to function, with the possibility of the actor (JeLilly being left unmentioned. This can be added in the form of a prepositional complement in the English language. In the Arabic language omitting the actor in the passive construction was made a rule. @ A1 In modem Arabic, however, this rule is frequently broken andthe actor is added by means of ‘Altogether, however, preference is given to the use of the active voice. The object of a transitive verb tus into the subject of the predicate (Je) 54) in the passive voice. ‘The book was written by the president. 1.2. The passive voice only differs formally from the active voice in the sequence of vowels. 1.2.1. The characteristic sequence of vowels in the passive voice of the perfect tense is w-i-a. The vowel 1 is also taken by the prefixes and the infix in the derived Forms. In the following table, the active and the passive voice of Form I and of the derived Forms are contrasted with each other in the 3p. sg. m. As for the rest, refer to Tables 7, 13, 14 in the Appendix. Form passive voice active voice I I 2 VI Vil VILLesson 19 249 1.2.2 The characteristic sequence of vowels in the passive voice of the imperfect tense isu-a-a. Form passive voice active voice = Tl I < VIL Vil x 1.3. The passive voices of the defective verbs are specified in Tables 15-26 in the Appendix. They have basically the same sequence of vowels as the strong verbs do, therefore only some of the peculiarities are mentioned here: sis not omitted in the imperfect tense of the Basic Form as The y in verbs Ry is the case in the active voice: passive voice active voice es ba In the verbs Rp = 4 orcs, Ry is cs (long vowel /) in the perfect tense, | (long vowel a) in the imperfect tense throughout in the Forms in which this radical is a vowel (I, IV, VII, VIII, X). Basic Form: _ passive voice active voice las rs co @ ee e eu be gt en In the verbs R3 = s or 6, R3 becomes <¢ (as consonant) in the perfect tense, and .¢ (Alif magsira, pronounced as the long vowel d) in the imperfect tense in all Forms,250 Lesson 19 Form I:_passive voice active voice Fe és eu ws : a 1.4, Some examples of how to apply the passive voice: 1.4.1. In the city center there are the buildings J 3 in which the cars are exhibited. The passive voice of the verb A, Form, is 3. ‘The passive voice of the verb (25 , Form I, is (27-3. Two experts are sent to the ee oe = x) i) VS of conference which is held in Beirut, “72 3 “He sl) 3th JL The passive voice of the verb 4831 , Form IV, is ‘By. The passive voice of the verb Si , Form I, is The sending of two experts was suggested. The passive voice of the verb @ 3) , Form VIIL, is 7 3). 1.4.2. The verbal government by means of a preposition is preserved: The guests are welcomed. wb shal OS ‘The passive voice of the verb (~) C5 , Form Il, is (542. ‘Accordingly, the subject of this passive sentence is not in the nominative here, but in the genitive, being dependent on the preposition :, which belongs to >. In such constructions the masculine form of the verb is always used, even if the subject is feminine: Many opinions were expressed. BS hl ge He 4 ‘The passive voice of the verb 5, Form II, is 7°. It takes the masculine form, although +!,| is regarded as feminine,Lesson 19 251 1.4.3. About the construction of doubly transitive verbs: If sentences containing two direct objects are turned into passive constructions, the 1° object turns into the subject, the 2™ object remains as such in the accusative: Example: with» » 25'IV “to give (to sb. sth.)” active voice Thave given an apparatus to Muhammad. Able lhe ist passive voice area Muhammad has been given an apparatus. Ajlger dat esl Example with » » (4 II “to name sb. (by or with a name)” active voice ‘The mother has named the child Muhammad. Nake ai A passive voice ‘The child was named Muhammad. ike Gh Even if the subject is not mentioned, the accusative object is preserved: He was named Muhammad. oes (te 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 en Yaa 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 @ 2 This also means that one does not, for example, try to impress the verbs upon one’s mind by saying: @-© = to gather; e& Form IV ~to agree, a Form VIII= to come together, to meet, but ‘one must immediately store the forms et and gaz! 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 II oa - 5 intensifying 225 1 |to break (trans.) causative “£5 11 |to break (sth.) into pieces, to smash denominative Qj 1 |toretum (in this function it is @&5 1 |to cause to return, to send back productive in modern Arabic) | £35 oil to oil industry to industrialize Nearly all its verbs are transitive. Form IT 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 Jaa. 2.2. Form IIT Je es Form denoting an aim GS 1 |to write (attempted) effect on a CAS qr |to exchange letters, to correspond person or thing : (with so.) JQ 1 |to replace, to exchange (sth. for) JSU MT |to exchange (with so., sth.) 26 1 {to get up a5 to get up and turn against so. or object C2 TT 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 J might also be confused with Form VI Jeli, 2.3. Form IV a 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 Il in the imperfe Form V in the form the elative (ef. Lesson 25). ares a 2.4, Form V ai — a “LS I |to break (sth.) into pieces, to smash It forms intransitives “LS y |to break (intrans.) in relation to Form II —— j= _ II |to petrify, to turn into stone (sth.) as well as some denominatives | 2 = vy |to turn to stone, to petrify to alter (sth.) to alter (intrans.) to adopt as son (:,) It is mostly intransitive. Because of the prefixed 4 , it might be confused with the imperfect tense 3p. f. and 2™ p. m. sg. of Forms I, Il and IV. 2.5. Form VI dug - Trmostly has a reciprocal USUI | to exchange (with so, sth.) meaning in relation to Form IIL UG Vi |to exchange (sth.) Transitive and intransitive verbs occur in this Form. It is rarely encountered. Because of the prefixed 3 , it might be confused with some imperfect forms of Form III.254 Lesson 19 2.6. Form VIL ‘ais - “peas SuS 1 |to break (trans.) It forms intransitives and | -7 <3, 77, |to break (intrans.), to break into pS : : reflexives VT | pieces (5 I |to draw, to drag (sth.) along CALI vit] 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 Rj = 0. 2.7, Form VIIL bee = 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 VIII 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. JB and its existence, which is often characterized by intensity: The night was (deep-)black. oy Sy The verbs of Form IX are always intransitive. It is of rare occurrence. 2.9, Form X ‘aiias — (adel to long for rest, to take a rest It often occurs in the meaning “to request sth., to ask (so. for sth.)” to ask for or to seek an explanation “Z| x |to seek to obtain fruits, profit = to 7*~-* exploit, (also) to invest profitably However, it is also found in variants of meaning which cannot be delimited more closely, just as Form I is. The verbs are primarily transitive.Vv to be influenced by so., sth. hy ib strategic American, insurance OPEC (mineral) oil alternative; option omen (positive) petrol, gasoline building to become clear for so. ‘wealth, fortune the eighties entire, gross, whole, total d > Gabe) 54 V1 to go beyond sth. happening in Bee sensitiveness; allergy, Ever not only ... acl ae ed wo») but also ... recession, slack period few) maintenance (of) Roel bie torrealize sth, tomake © (Sie) i> sth. come true 952 OL gE Dye controlling attempt, effort vital, essential whereas B/S Gab eae going down, falling elsil, oo OS) Jel vi to be exposed to so., sth. to select so, sth, out of Lesson 19 255 low Oa diesel de | ds cheaper than ot jai (prep.) despite, in spite of oo passenger os, cosh to stagnate Oy dS) flourishing, upswing, boom o2)}) to increase, to rise Gls’) alo. vit the seventies (down)fall, decline to name so., sth. Shah _ ols different, various buyer to comprise, to cover sth. = RS cheque, check che he correction, change cle ee rising delat to process sth; es (Realy ae 0 to industrialize speculation ole alae double; multiple Siete ae security, bail, guarantee cle tlhe additional el nature feb product, goods Ghee tele, naturally J Ganley demand (for) G st) | eb to require sth, = (sy cls v beginning che256 Lesson 19 incompetence; deficit (of) Pe offer, supply ee supply and demand bly esl dinner elie (alin) epoch; afternoon rab ¢ fas majority , ee decade ob q ie tobe held (conference) (Aix) Adsil, VIL for example, e.g. Juhi we torelyon (le) Chests) ase| vin handling ole tke as, when . a to overcome oe (Gly Cle v change ae Be changing od Palestinian ei interaction; combination to profit by, from oy ( poor to decide sth. = CA). oe I amount, extent, degree _“yaLix tq oily to propose, 8 (le ¢ 2) CH), VIE to suggest sth, to so. proposal, suggestion ii catalogue ited, restricted to intensifying quantity to notice sth. = (iat) doy m obligation, duty, commitment L @ ¢l ial ok committed to prolongation to continue, to go on to result from to produce sth. to conclude sth. gy 4 (Z from result, product production product goss national product gtey! (ele producing, producer victory with regard to, as to organization to revive (mineral) oil expense(s) cash to discuss sth. closing, concluding important consumption identity confrontation source middle, centre todelegateso.to dj e (Ady) Yl IV delegation, sending to oa} provision fuel ogyLesson 19 257 Text 1 badly Oy Of pig y teil gle tess ty pall J pt plies abaiily opie def le ay Le de LY Ly ge ley dell toe al yl le [pate a a ll GUS a Lg haa Vy ae Y gil te all Spl eb Lad Jats fp nnd flay! BUH Sl tell a) Bk Le ty all obshes YI O36 oll US day SL balls SMeLa CLS gs Gpell obs Of JU tener y ALL Lad by ay Lae ten Y ola Cae Lelia Il G Gly Go yally doled! Ce Ua Se sf cll AU a Gales jLes jy deal de Cath sed Geled YI LAY! eel Laer lial by Gf dail) decd J yall 98 Lae CU fee clad wai cote rey JI TBs) par cl gy lee LUG Ob pm cereal Lidl CALS ee Glas! taf rie (LAY catty) Gee tela! Jyull g bolas > NAV ole By LNW Sy pl OTs Lasl ae calieel SA oS cade by ball let La! Gee a lal G Lt pls by ay SU ahs Uf Ls ellen GAY BLE Bly Slt, ui ugh Qo La Fey ath By FS ye ety NAAT GE Bee be Gym J hey Ge Ree US gt) OY GLEN IS pe) Ubly pall old LT JS at seg Kot eb Spel BSG bail) deal yall Jl oy Clas aL oe of I ole Say By BN de BULL peje Olly cla sett SUN ob dont pA Rei) le blind! ADU oily Ul ob GE Rell alt Joly ait ge OWI pape [yas Ebi Bdeledl BBY! OLN pil dgerl gl A551258 Lesson 19 Text 2 Bylw yl! wpb cle Cea! BL Byte J tal SU ol Jaw : sh see Ble f Gad ByASy IT EL BUY AS ply Baty sf OL UIs’ CSW IS op Olle Une : CPSU Ms oy be of yy SLs re oS lyse 3a ode Ag Ver aly ge Lae Fle abel of le CH Joy Soul & lee deb Vy ¢ eB Ye 0G Soda oe Gast yf aye Sue eo ai CII uF is Le veel US BLE g gee S92 Vo at Lin bt sal foi glly Spel ame Lo USO ce ASU) BL YI Kew te yhl Ulery ee Jobe a SQLEY! & pM) Spel ge Sy Spal ded TK] See fo has eee US BL Ae ge GLY Gye Eat ca Lene seal (gl od3 Saas ¢f elas Qius fa saad lags el LN VAn ce gethd Suey) ab DLN a alll Dalal St y Laas DL a A Sa saa Ju andy Sh et il oe va i Bey yl olan rathLesson 19 259 Exercises: Li Answer the questions. sf on (Sle We eh Ayet fey Le SOU Gly S5GLeh Soy ISL (al gf teef Sos ll (BU Oly all) Ebates a 13te sant 25 bu L2 (Homework) List all names of the individuals which were mentioned in the texts until now. Use them and the passive voice (+=! to form sentences as follows: + GB Oh EU gall Guta ony + Gaal G Jhy gill gu Gall oy e we bet SL Le SO sl Gall ony L3 Answer the questions. Spl OS EF Gl SL a Sad gah 42 jlall 28 globe all ab Sag pl Obald Bae gl eagle Oly Se SU aid Led ghee Vy ae Y gl te all ola) Ga L L4 (Repetition) Transform into phrases using ordinal numbers. Chal able < slr if © ee adi 3 < oub eS thay AGU co ylpe de Lae ge oate CNT) Med cs yy Lan oa gle Bde ul haart y 8 phe Slo} cent al Gabin bye eos COLI tae Bly Soe Ge alge Be dee cl he Ng ee Lae phe dee (ler pte lel 3 G1 Revise the following sentences using the passive voice. The object becomes the subject of the sentence. : : welts lin ceudl << plied pid eul ebay og eA) G Ag ett ate260 Lesson 19 woud Sale i J Ju Hus apyl ab la hae gle J Le Nae aed OM aw weasel ob) aie veal gl ia Gale wb ALY SH gas as sal d paof cot SO ys ag ote hl Le aif WIS ae tS Get Hale ULE Sy pel sgl spel Jab abl wat ploy whae alt of pe Uypry ar A 3)jy 9 CUE sl oA ode LS Gall oo te OS eal elo) Gan Balall og Bley) ate bof eater 2) OF LU op el tl Qe G2 Complete the sentences by inserting one of the following verbs in the passive voice of the perfect and imperfect tense. wae cles eptih as al qe esl he «5 tell Ela < tlle... © tod! Ela diy < ~ aol aid! ho Wh ayy G OIE... wld SLY 3 451 i 204d 3... sh of Gyef SL yp Ueto fo Ble. A ypel of cae So Maly G2 all oy SL le sated Tye Of AUS oye beLesson 19 261 fet 3 clad ode... fe G3 (Homework) Perform the following: a) Determine the Form b) Determine whether the active or the passive voice is used in the following verbs in the 3 p. sg. m. c) Form a sentence with each of the verbs. Since the verbs are not vocalized - as usual in most of the texts - it is often impossible to determine b). Since a) may not provide a clear determination, you may haye to resort to the dictionary. ‘(oz ch np eels SG ching Cah 560 lie ce ctl «cae cp hy Al EADY 2 gel ERI Ub heel eal G4 (Repetition) Transform into the imperfect tense. . we SH Solis, dill dob I cist ck : BS tate tN et Bital pgp Lee of te gd Le A SPN gall IS cde 5 gis Of ga gala Wha SE vogele lea 2b igs bye ab UUall o ob BBs pre Fl gly o ob epi Ws ele soloed! Jobs peel GLE gil Ub bs ell) JS Ute Ce oe Sas Vaz tl of atl bs Ce Ves oy aera ae Ohi AUN le Ct G5 Negate the sentences in G4 in the perfect tense. G6 Negate the sentences in G4 in the imperfect tense. G7 (Repetition) Put the words in brackets at the beginning of the sentence and insert the respective affixed pronoun. dg obyeo Cell < rere BS bas (Sy Ady ald ches (ella) GLPY Sy lary OLY! ode obslasl gst Gamal) ELEM) le ty ll bal) als262 Lesson 19 ai pp leuk plea Ob lly Heleall J yall ool b92 AHS (bbelly Le all xe Wt | (head) sles!) del ei) dred J yl 555 Cle Ga) armas th 8) tale Cabs Coast) Bla pas Udit) ogt BUSS ey (Ge Lyte 6 tne) le Lyte C1 Answer the questions Sy pf and Sy ¢ giving the exact place and date. q ye! 1s 2 giving p C2 (Written homework) Answer the questions Tas Oy using the year of the death of historical personalities (Mubammad, the Four Rightly Guided Caliphs, Fatima, Abd an-Nasir, de Gaulle, Churchill, etc.) C3 Prepare a dialogue based on Text 2 in which you rent a car or a flat/room. Final Exercise: 1. Change into the passive voice. Bly GQ CURE La ge bee pw of Clee pry ola OS aa Le et er DS CS le ae Se uk bb) hall yes de saga a te ll OF AUS ope ol atl gated ald oy es SL he ste calf Zo Jb) Sul 55 Si ag et wat Le _ 39 ALT Tle SUSt Sy pel all opel LIS Ga nt! Ghat ell 3S IG pol 2 3 AM At ade ai gl il S elec die de WLI ne a SI a the OS Ye dle tug ail al oud Jy ae egal cL ial Gale Le! ogy) Sake 2. Translate into Arabic. He was asked about his objectives. He was told that the minister went to London. The programs were canceled. The delegations were welcomed in front of the hotel. Different opinions were expressed in the conference. Ahmad was given a car. This was an unforgettable meeting. This is not said. This is not sold here. He was selected after a long discussionLesson 19 263 3. Answer the following questions (at least five items). Fell LU SE Gl SL pall oe Say all OW! G ae gl Barada Syd al 4, Change into phrases with ordinal numbers. Lib phe dae they phe UW] doa) he se] oad aif dali Be os cope be oleh bane (Olas COS Bae SH oly phe OIG de Bae Shy QO tly BIE co lye dee le gee Oy te IT) deed Coyle Lah bl jal 5, Translate into Arabic. the oil-producing Arab countries, the various changes in the world market, the relation between supply and demand, the economic upswing, industrial states, the intensification of the efforts, the gross national income, consumption and production, the very low level of prices, the second oil crisisLesson 20 geal ppl! 1. The Collective (gos! sl) There are many nouns in the Arabic language which have a collective meaning when taking the form of the masculine singular. AL Collectives are also known in English. Think of the collective formations with the suffixes - ment or -y (government, assembly), the compound words formed with -ware (glassware), and also simple words with a collective content (cattle, hair). We distinguish: 1.1. Generic collective nouns ((¢41 4! +l) The generic collective nouns denote a certain genus, mostly animals or plants. ‘They are characterized by the fact that their corresponding specimens are formed by means of 7a’ marbita 3. This form is called Nomen unitatis. The sound feminine plural which is formed from it is used in order to indicate a certain quantity of specimens. = a ducks bj | apples Favs a duck an apple ae five ducks gis 2. | three apples pes ari @A2 Some such generic collective nouns moreover have a broken plural. Many names of animals and plants, however, have no generic collective nouns, and consequently no Nomen unitatis is formed from them. 1.2, Collectives proper (a+! =!) We understand by the “collectives proper” designations of groups which do not have a Nomen unitatis, They have broken plurals. multitude, public; pl.: masses Sle © o> people, nation; pl.: peoples, nationalities eat ae 1.3, Names of Nationalities The following words come under this category: 7 the Russians tif | the Arabs walLesson 20 265 the Greeks ob gif | the Germans otd§f the Americans OK 51 | the English pASSYe These words are actually not plural in Arabic, but they are treated as such: : “the English merchants” SY! Gf Most names of nationalities are formed, however, by means of the Nisba: “sl pul “the Algeriens” etc. As there is no rule which specifies which nationalities have one form and which nationalities have the other, only learning them as vocabulary items can result in obtaining a good command of the respective words. The individual representatives of these nationalities are denoted by the Nisha in any case: C02 “an Arab”, (alll “a German”, (5-53 “a Frenchman”. ‘The corresponding adjectives are also formed by the Nisba : 1208 “Arab/Arabie/Arabian”, (yw 9) “Russian”, (Uy “Greek”, 2, The Feminine Nisha (45 jll Hush) 24. The feminine Nisha (4) is the basic structure for abstract nouns. They are equivalent to English nouns with the suffixes -ance, -ence, -ness, -ty, -cy, etc. Also, nouns ending with “ism” are rendered by means of the feminine Nisba in the Arabic language. possibility democracy productivity capitalism significance, importance socialism 2.2. This feminine Nisba also serves to form collectives: interior, internal affairs navy ee direction/administration/ : ye tee management/municipality republic seh finances i30 | foreign affairs pease and some other nouns (also concrete nouns). 2.3. Some formations are ellipses: “cooperative (society)” “classical, or literary, Arabic”266 Lesson 20 2.4, The plural is formed by means of \L. Most words of this structure are, however, Singularia tantum. A3 Moreover, there are Nisba Pluralia tantum ending with lb. while they are plurals in form, they mostly have a collective meaning: “ceramics”, Le-L-} “glassware”, lL S| “social affairs”, lista “economics” , >I 3) “linguistics”, etc, — and o! The two conjunctions 5! and Of “that” are known both from grammar and by way of the texts. They introduce a clause which fulfills the syntactic function of an object when being subordinate to a transitive verb, and the one of a subject when being subordinate to an intransitive verb or a verb which is constructed passively or impersonally. The structure of the clause is as follows: a) verbal clause of] tye in the subjunctive of | + verb in the + noun (subject, n.) subjunctive bi) nominal clauses] 2 | + noun (subject, a.) | + Roun (predicate) 4f | + noun (subject, a.) | * adjective (predicate) 7 : + adverb/prepositional + be, : of | + noun (subject, a.) phrase (predicate) 4f | + pronoun (subject, a.) | * nou (Predicate) 4f| + pronoun (subject) | + adiective (predicate) 4f | + pronoun (subject) 2) verbal clauses 4f | +noun (subject,a.) | + verb (predicate) with the subject being [%f | + pronoun (subject) | * verb (predicate) in the anteposition Examples of the objective clause: a) ee vd dl ped ol soot ae ‘Ahmad requested that “aa d) ae ed teat Muhammad travel to Berlin. b1) | I know that Muhammad is a minister. Tknow that Muhammad is ill. I know that Muhammad is in the room.Lesson 20 267 I know that he is a minister. I know that he is ill. I know that he is in the room. b2) | Tknow that Mubammadhas "gua uae Sta ot travelled/travels to Berlin. ala Dh ile [ile ne OO 2 I know that he travels/has travelled 7 vie Aye BA oe to Berlin, vty dS) Ae By SIG 1 Examples of the nominative clause (the transitive verbs in the above- mentioned examples are simply replaced by an intransitive verb ot a verb which is constructed impersonally or passively): a) | He can travel to Berlin. vealy dl lad BESS bI) | It appeared that Muhammad is ill. aap lite Of al 2) _| It appeared that Muhammad : Pons ven at travelled to Berlin yesterday. 1 SL el le ee Ot eal Accordingly the two basic structures are: Of + subjunctive = verbal clause “yt . O{+ noun or pronoun = nominal clause or verbal clause with the subject being in anteposition Which one of these two structures is made use of, depends on the semantics of the verb that precedes i / Sf. af 3.1. Sf is employed after verbs of informing, expressing: to assure to mention to announce to declare/state/announce to announce ete.268 Lesson 20 of knowing or believing: to know to believe, to assume/to presume to find out/to learn to appear/to come to light, to become clear etc, of (sensory) perception: to grasp/to comprehend, to perceive/to realize to see; to think to hear to notice/to remark 46) m1 ete. af 3.2. Of is employed after the following modal auxiliary verbs: it ought to be/should be (only the imperfect tense is ivi common: (#2 or ols) to want ai fiv to be allowed/permitted (to do sth.) i/o a to be able (to do sth.) pibex to be possible, feasible (for sb.), to be able to iShv must, to have to (only the imperfect tense isin frequent use: ¢ ig) 5 Ge or os als) and after the verbs depicting demanding, ordering, suggesting, wishing, hoping, doubting, fearing, or an emotion a.o. as well: to hope (for) A to be possible or likely (mostly passive) {Jade / od) vi to fear SeLesson 20 269 to wish to make happy to request, to call (upon sb.) to suggest ae Ad After some verbs O! or Ol can be employed altematively, depending on whether the Predicate expresses a statement or an action, the execution of which is in the future and which is wished or expected, but is not quite certain: He wrote to me that the delegation arrived yesterday. He wrote to me that the delegation arrives tomorrow. "Hie wrote to me that the delegation would (or was (due) to) arrive tomorrow. AS if we except the construction 1 “kj (and bf 4:2) + perfect tense, which has already been discussed, rarely will a verb in the perfect tense follow 0! . This isthe case in sentences which announce 4 statement that is located atthe beginning or atthe end of a speech. Arabic OL: + perfect tense = English“... by ..-ing”. He began his eleston campaign by dese He concided his speech by proclaiming ing .. [He cond isp by regingDe “(odosh ‘Thus also after the verb 3 “to precede” He had already sai before. 33. bf preceded by Y is contracted to vis uz Your Tam afraid that he will not reach his goal. . wate “asif”, a+ ~ Of a+ “although” ete, Vv horizon, prospect Bul a machine evil; disease/epidemic of plants GL ¢ 41] influenza Stuy Gl v | 10 sow to consist of o Gly270 Lesson 20 seed aol eo invention Ae IS tomato (yr) By y3ly to make (serious) efforts ag Se tractor oe bie piece melon (Vem) ri> volume, size tabi g phe civil war aby I plough, plow eye cele to harvest (a) er harvesting combine wl g alae agricultural produce {Jnol# cree lecture Oe debe present (time) el local, domestic ole rye Baty Mati (prep,) around, about oe to conclude sth, © (95%) +! VIII with use, employment Lg pl! vegetables, greens wha poultry feels c meize com Iylt 55 635 millet day 353 here: breeding a3 to smoke (faa) oot goal-directed, wise 7 official eo increase Sg bb fishing L tocontributeto 3 (Ale) pale IIL distance cigarette, cigaret Syrian here: which participant in general sugar melon desertification to issue sth. + Cpbai) bel Iv pump we eee stewardess Lg dias fresh , oil condition Sib e Ob facilities, installations, works Giles & independent, irrespectiveof ye jaws optimal; rational Sa to lear sth. cooperative food(stuff), nutrition food(stuff) 3 sheep (coll) Bh eo ge strawberries (ttl, fragola) 8'9\ oS (Fr.: fraise) 52 to estimate sth. cauliflower 33 tohave sth inmind, -» (Ayals) Las to aim at, to refer to, to think wheat os fighting Jol cauliflower DUS sack, bag ost totLesson 20 271 Kilogram(me) Lhe GAAS | upswing tobe favourable for © (S98) ¢e'V | diversification dialect lab & tet | margin surface, area, space SL g Le] in the margin livestock gine be confronted 8 co iy) ao-\ y IIL (she-)goat (coll) sleat ge jaa] WHS» o ~~ | union He, who sows will harvest. Laam ly oy 7 European Union He, who seeks will find, or y ch yt . A 2. e- | to be characterized by 3 VIL on site, on the scene j Ye (ee g recommendation cle 4 to agree to oe Gd Gly tobe dependent on le (Lid) GV productivity seminar, colloquium organization, organizing model, sample, pattern swinging-up of Text 1 FN) SB SS BLT Sp tale Fy cell cL Vy st Go G Gee G Dain] dale Hel BS UIs y wel, yh Big OS es dale yal obs tes Syd) GOS AN ASL ell AW debe) AEN) edie Ge Ogle Gee AS See ey SLAY A ON yey Repl OLLI IS op Lyle Gell Lady Heels SU GUL ol pl tattered [SLs long tel a ct Lely feel Al pre Fol SLI ally sally Adi sf 21h) Cleat lel le ST 1pilly Oly ably ab Ny LALA BWI clo edd ded AD! BLE SI US red te dale Gb Lents phd oe Be eA glad) LISS! ope Bd Jy Teg pas of Uphe SLAN La 3 heel op fate Byadl opty La Be Ot de x et IS Gilly all obo ge Gaels gl BU Le GE SEY shy Me Jey alas! ¢ Lo IL Lo yedl le Giiyy JS LAM ode 5 LAE jens WL) BS oe Sas tx all OL! shall M1272 Lesson 20 ee LN EY tel SEL Bj Se Spl Ab ae ply SH olay Steally Gly Obata, GIN AI fo yur ely) OT AS bby cial byl ee iy We Raby pat te roles yyid cody DN yl gol ae B Lake SUL Cece Bal OF SUL, ttl ony Ry geet UBLE G EK, Hel I OW slaly Text 2 peat! Gyo G «Pat tt cle sl! Wels LS Eypsle LS Ob Og cle By gals Jy V oF pblab vas caf ac! weeny he nS Lal deel gee ue Sotetsl gf deel Lat Jo GAS ole Gel Y cael! sec cg dN Oy al Jal gal ke Set aah oe pel ge Cod ELS aL SPI op TH Ob CHS UT rpg ey 5 Va oud oF as Stas jy aS tie Al BY ony cilby jk ye Ge CFL YS ral! Vi ode oo LS aig jy gh Ole 3] pat eA lead pes lies IB oF ALI! Poe dy Cay ie we di Ya! woe Gall ye gh Oe Oe Ae pt lash CI riadLS!Lesson 20 273 S451 silly sleadh SY WSs Lie ag ow yk sas whey al bag G apo WI Shy Mas py (ey ee ep) S98 oA os de SY WU) Edel er (eam oh oy) 9 eet ELS a silt! Exercises: Li Answer the following questions: Gag all OLAS OIKe ous ya : Slr gL $5 ply O45 Gy TLL go Le Samy el oy BLA! a Le SEUNG ball ote 52 b Use the verbs » ty &4 “to amount to” and so ( Shay v5 II “to estimate” (passive so 5), 2 Form sentences with the words for fruits and vegetables as follows: U8 hel La ¥ spel (to memorize the Nomen unitatis) and Clas) po LF gLS glee! (to memorize collective nouns). Use also other verbs and clauses instead of the imperative, e.g, spel of af glee tx JS JST goa Jo Sea £53 est 13 (Homework) Form sentences with io names of nationalities you know by introducing them with ISS Lot <8 js _ ANN AAW pened dl lS ~= L4 Answer the question 91+ S4) Lge alls gil OL) JI 2 L 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)? 353) Sh oped / ct fe 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. AS SAY SW Syd celYa © cade le pine Ge Ge Qe aU ee ANU Billy Cl jl er by dk dag J By Dadar gue [ly cob Blew couse alge GLUE gil OLaardl ead c gpl yl Uae Uy i Soar dt SES LW Bye BLU ay Ke lt ysl bayer AAS cy gail LE ID aS aS” AGN Le AU Sale cy y pA abe Galgtl Gebel LE] ope en dee NEW Hythe cgilyl hell oye frog Le ld Spine us al dn yj de O35 Ae She apt Dobie eS Sheth Lay je dell lj Stal) Sty Aygal GY ee ie Se Le ye adel ye hey faa lb col wht Ober Bhplr Shade lgall yale Ope ae dell gi QoL IS Se ULE EB er Te ys 258 Oy lhe Geel bi ES Opal G1 Combine the following sentences in such a way that the second sentence becomes an objective or subject sentence introduced by Of or Of. < Cyril We le wily wie © Cap ds cle Gils Ul un SA) cael > < dee plat gute Gb we Bll Of de Ib © 2 a> MN cal etl cae Wey ayyil af i gedl bee gle Cool cael AURAL EN 39 aap Ba jy cael 8 J} jor ba tool Fate ol welBlah y jaa DLL BY ods a SS 4g Uy Se yp SEY Lins Sf _— Att ihe Age cal iy pall aa (ks o Us Jal ba ois Sua d) as Bln ee pSlerly Oy ps Fall dell ojo 5hl tl Bplay Os jl fur ds Ui as ESV ods Cone Corll cae CUS 0 gla Ser il bs J Open JS Ube aor g wl Ge SL Oy ly amam de jy UA AG SI ett Bly sw 5 fll) fas d US ail SM ye Sy Lesson 20 275 Sag ga ST we lb File Sees lade oo ehey gy TH eh W ead pe xd _ Brel aye des CL. BSA) oust US clef ch eat Je Ge sols J ob eon ca} ay slaeel Clb tel Lal» c 33 me Je _ all gy tel276 Lesson 20 Us Gi Y key IS US 0 glass phe She Mpls bt AE dey ¢ LY) Lie By Al ole dell Sell 3 sl) Jaw pall wast Catt de GEE obs Uys olny Sloly pay aul ws Jail webb yeah Ab ota lel LS 0 gles ce ial Ste GQ) asf eet Gide 33 i dy by etd a Lng Bw Hs Sw Y ded OS che Jo oPeke da, al det tae ele hat SE Heme | jy slit 2 I bl ast tell fa Y SE pp OS as wale Oe cH dayl pe Gis Cole JES pal oA exe dha J ial a gs LS) Nie epee ces yw Ss hind LS Cee oa Eb sn el cell py Opec Boll Ly G2 (Repetition) Answer the following questions with Y + + jussive and give reasons. Ypekll 3 cle cletl fp ©Lesson 20 277 aay CIS YY pall cle Jas Saale) oka 3 qclaxtl a Solel cl jte ae Iyaeserl fo Saal 2 3 eH Got NI earl So Soup As Batol fo Sogsele BLL a5 peal ae foiled! W i5 of cabeul fo Slane by prbios of cadarel de Siew YS gle Cae Of gall pate g Uae fo Saslole sey Of byl ¢ awl fo SHAE ag GhE Of oy ald SE Jo Fee) oA any alll oo 8 OT ow at fh KE fo Same Bye Nyala fo Seg lS Ryle Clee o prleul fo So ye SIAN yo lay eal fo Fazer N fle SN 3)5 y)) als be Seaall BS Sg lari Nhe Bde EI iy Spl fe Svat FRG OU cli Spat fo C1 Prepare a list of fruits and vegetables based on the vocabulary of this lesson and the dictionary. The list is to be discussed and completed with your teacher. C2 Prepare a dialogue based on Text 2 about shopping in the market for meat, fruit and vegetables. Final Exercise: 1, Combine the following sentences in such a way that the second sentence becomes an objective or subject sentence introduced by I /S1, Vocalize ot /S1. ie) ef vt cae Wey eosif af278 Lesson 20 SN fe Win le Gant Geely PAI A AN 253 ati Bligh clef de JS) je ol pt tod) gate ah deze! lols pd thle C4 LN FBYI odie are So Sag gael ST yl AS yyy det Clb Le alls Jo wis pSde E33l ie ke tl Gale age cal ysl US Jail wy Sha Saas et pSthaly Opps Sal ane ads Lyle 4 ty ae oe LL OL ZBY odie Cone LSA! oust 50a pots 2. Translate into Arabic. Vocalize of /St. 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+ 4 + jussive. aus ee BSN ee ed sl easel fo Gaileall obs Gb pclae fo FULT oe Ley Cus fue Si geal lbh fe Poe Byte Ny arlenl Jo Semele aol un fdr ESN GS hp tl Spal fo Che NM fle St ahi gl) oyLesson 20 279 OSE fo Salen I de ae of tga ue Clad fe FOL Wu of SaiLE Logs GiH Of oy Aldi 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 com, 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 pally cole! wo All 1. The Participle The infinitive (Lesson 22) and the participle are the two nominal forms of the Arabie verb. There are two participles: the active participle (|e) +!) and the passive participle (J Prine 1.1, Patterns of the participle 1.1.1. Strong verbs Basic Form: The pattern of the active participle is: (J¢¥ “doing, having done”. The one of the passive participle is: U x4 “being done, having been done”. Derived Forms: The active participle of all derived Forms 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 ; F IL I Iv Vv VI VIL Vil x The feminine form takes the ending © .Lesson 21 281 GA1 Without auxiliary signs it is outwardly not distinguishable in Forms II to X whether the respective form is an active or a passive participle. Additional possibilities of confusion arise by the participles of Forms Il 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 I in which the underlying pattern is not easily identifiable. Tables 10, 11 (Appendix) provide a survey of all participles. Form I passive voice active voice verbs Ry = y ors Sri ae | 0 | verbs R3 = 3 Held 6 th welll ¢ etlUl det. taf, ; verbs R3 = dal es BY / pl Forms Il up to X_| passive voice active voice verbs Ry = 3 or 6 endings: ~at3L ¢ -an (. definite: ele en a endings: ~iyaiL ¢ -in ,- definite: x of ‘ odie edi 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 ofthe participles. Form I: active participle / persons (often descriptions of occupations) m. OpeU ¢ Jets f EU ¢ det m. JS & Jet m. dS © Jeb seller oR ce ol driver, chauffeur Ose @ ge exhibitor Ope see aE282 Lesson 21 woman student female worker merchant passenger tourist student worker seller student Form I: active participle / non-persons m. f m. f duty, task university family side stamp ee zt qi circle 553 Sp15 capital city mele ¢ Mele fruit(s) sic use list Mic MBLesson 21 283 Form I: passive participle / persons m. f. responsible person, official (m.) Ogyfes aid responsible person, official (f.) AYES ¢ Tie Form I: passive participle / non-persons m. dhe (URE | OY gic J Ae drink SU project, plan Qhy Es ge Derived Forms: The active or passive participles which denote persons have the sound masculine or feminine plural. teacher ae t let official/officer/civil servant oyby ¢ aby companion, attendant Os & BBA viewer/spectator/onlooker One oe woman teacher othe gq tle nurse Sle “ les ¢ Ce stewardess @A2 Some participles of Form IV havea broken plural as well, e.g, ¢1).1* in addition to> pt Oy pos “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 oye zt ae representative team284 Lesson 21 GA3 Some participles of Form IV have a broken plural as well, eg, “problem” JS and USCA’ with the plural JSL& in addition to SSE, is JUS Originally it expressed intensive and routine actions, but it is hardly productive any more nowadays. 1.1.3.2. The pattern of intensity of the active participle \+! effective, efficacious Ji constructive jet plane Nouns of this structure, which are derived both from verbs and from nouns, constitute descriptions of occupations. seaman Gir gatekeeper (Hay IY porter/carrier (fae > Se money changer (Cher she All these words have the sound masculine plural. The feminine form Ula denotes appliances and vehicles: refrigerator 3g bicycle el earphone, (telephone) receiver ee >) BS car OG >) He (can) opener (>) SB lighter we, [ots glasses Cs >) Paid All these words have the sound feminine plural.Lesson 21 285 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. they are pure nouns without any verbal characteristics. Some participles belong to the categories both of adjective and of noun. Adjective: 2,0 cold - (active part., Form I, root: > — » — ~) Jyt acceptable (passive part., Form I, root: J — ~ ~ 3) moderate/temperate (active part., Form VIII, root: J - > ~ £) noun; wtb stamp (active part., Form I, root: ¢ — ~ — +) by official/officer/civil servant (passive part., Form Il, root: 4 — 4 — 5) wo representative team (passive part., Form VIII, root: ~ — ~ 3) adjective vl active; and noun: worker, factor (active part., Form I, root: J — ¢ - &) jt remaining; rest (active part., Form I, root: » — ¢ ~ ¢») tor legitimate; project (passive part. Form I, root: ¢ ~~ 4) Ad: 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 from the verb, Ub “student” can also mean “claimer/claimant, someone who claims (something)”. Thus, it says on some extracts from Arabic registers Ab SS Li (Jacl Lis “this extract is given to anybody who claims (it) ( aie dap! ob Ne by aaa pall 8 ABU Sf ere GHEY pl Of Goel eax Gord! gid 5 fll) As SU sd OSL ae Zp Ble slab gL FOES Ul fo wes Clibll oyLesson 21 295 wpe ye ela Lie is os ar Bike Le be c5 EF ghiladl all lor Ala & yao gll (in L2 One student transforms the sentences in L1 into interrogative sentences and the other students answer with “No” and give reasons. Sym earl ja << Sym eagle ee Ea Um dey tlh Y -® L3 (Homework) Look up all participles in Lessons 18-21 and make a list separating the active and the passive participles, Find out the underlying Form and form a sentence with each. L4 (Repetition) Transform the following sentences into the passive voice. lie im Cail < clic Ulin at J ptt we ser all pall Ze All dead YE hl el pl Mae ae eg OF AUS oy hh ee BAW ge Ble: UY inte jut 2 OS Gala yee sant Ge UL Gall o yoo Aer JB Njy 3 OUIE y Ct wy ad of sat by) Nae Babl the pe PUI Gas at GLal CI! dS) sls of cle Uy ote ll Brel af vgs B Ope SUBS of d JE wu an) OY aw296 Lesson 21 G1 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 = pile ple a) active participle . cpr dae gi a «ft Sakae (eI ele (Se db cles pl GL BIN) By te EN pe gl CLE Sy SE SL gar «fae Se fee eee Gal lj Gh cle b) passive participle eds SB chan cg pS cA pel JST oo pl IE Cat (heel ye pall qewel dle we, G2 Transform the shortened relative clause into an attributive relative clause. GEG es ol to < Seger Mele © ee hl 2 aed g Bal htt ell g tas IU SUL piel oe Ops LI whl 3 wai) oi led Lasdk, J] 3st oi Ulli 3 wit Y topo li Lodi Ojlell G Ley all Shad! eng — Js! os aoLAL) Lisl SSI As Bld CIE GS util Baty, conacr! Gall BL 7) Os eA O pele Gah sues) ctl i SL le J del J) del) Go gell abet AW) del) G Boek) LL! Gr yl OL cy!Lesson 21 297 Saohy dele SL) 3 sth sLaagll dell G dead! og yIl MG Weed) SLI) PANS OS FAN cee lal Be py Jylkl ld) alias! Bld ge Oy pall Gel aulyl Aaa 2 pxhl dele JI tele oy gill eo ZI dy) ted! Glad) G3 Transform the relative clause into a shortened relative clause. Soy dp splll a << yy J) sho gia cltall Aim pais Sill 23g Sael pl dell 3g rat 3 lb 0 Eales G gee il stad Pod ES aly he Operas op lll Je I OK IEG by Bary gl UII SA! ile Gl sil OLS! Hye WN GW Sa Gy yell dey pall ey pqastl Bed eh ge WK ote by gl Lye as) AW GA ey Urban! le cham cpl by pe LEI Ml Ij aya Byler wae de 038 gl Ba Str Syke MY cle Gill paler FB call gl OLS Opal! HS 3 ce gh gies! tl cast all ait ASU Gg ser ll SI G4 Insert the proper participle out of the following.298 Lesson 21 cH tee cee | em OC je fey Repeat the sentence and use the personal pronoun instead of the subject or the affixed pronoun instead of the 2™ term of the /dafa. examples with (2 we gh a ye po Gy tile © we ELE pels WB y pa dpa — bya Glen Jol © ¢ wee JUS! 25 85b5 € Fall dell) ge... Ojbel! Rell del >... G pall 2 JS ES!Lesson21 299 OV... Ryall poles al) dell oye clad... ell lyf eC eel ae 2. ISLE oda egb By dee. Jeotis ves peilerly fac SG al LLad wee Agel gM ode + SH elon jug LH es Lerch Cpe AS dtd... Dy aS eG Oj B ... SI yal Gas... oy St pe by tbl see LAD > yal wee Oghy feeb Oya yi we WP OL LeuYI C1 The teacher explains the possibilities of apologizing or to expressing regret using the following collocations: to excuse so., sth. to apologize for Tam sorry. Pardon me! Excuse me! Don’t be angry with me! Teg to be excused for ...300 Lesson 21 to regret sth., to feel sorry for el Sat Tam sorry that ... unfortunately much to my regret, I am very sorry unfortunately, it is a pity unfortunately Apologize making up a “lame excuse” for a) bad handwriting b) the numerous mistakes in the exercise c) 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 Le 8h aL Sy SB BL cam flee (lr a Files «fot cpl ede chee (ep Cj glee lj eal cle «BL cad by ite ele! dass (eo 58 opbe (Se wilh les gts b) the passive participle GT SUG gt eet tye Sle ey ego fd eer y cet eld Apt ost wy 2. Transform the shortened relative clause into an attributive relative clause. ot OL tN / opal Gast ANN / Le gh 22 pel Gg dig tt elt M / Lasdhy Ll Sule ody jUabl og / abst oy aI) OA Uae / 5 sly i LNAI | yy Baad 8h / iLL oy ey all eolad / GLI Gy He pe oll FIP Ah tbh Oras, cancel "IYI pits alae yt / lad eas BLN | al a SUI ote BN / Oh) ae AN SSI / Gab 3505) Ose! O poral [Ge gall SL Lee! / LWW del Gg ued) aL! / del Sh dell) geLesson21 301 GU MN LIS / cla dell G decd og I / Stel del. El 3 sual get | dey Sal SU) oat | Co all 8 RAN Cee JL © | 35h) Bele Sp dee oy ail eagll / apf aalall (2 ll / gg’l,T ge Oy fall 3. Transform the relative clause into a shortened relative clause. Oper its cpp Len M / g gLAU G gE ll Sail / ple! tlie pals sill yj GE 5) OLS | IK ISB Lage Bees Go UW / pad 85° BL le ae ae | ye NW Ge II pl yal Uy pga | Bd! whe ali Al ay Wael dle chem ll Ly pe | Reed Oude Te GIR one ets | eat che 5U GIG A | OLN 5 jg ops BL a / eats Be ol elas | 83M 3 aT oll OUI | Byte 5 I qt gill wl onl gl aba / 3 pall LU3 4, Translate 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 I. 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 (lit.: increase in severity / fierceness).1. The Infinitive (;Avaslfy The infinitive is one of the two nominal forms of the Arabic verb. 1.1. The form 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: {$55 (< Jo5 mostly transitive verbs) FF 6 2A) CH KTH oF CM) gl CEU and Us (< es or (la3- mostly intransitive verbs): e's ( She od He came to Baghdad in order to = Ral) abl (Wicd slay SI oe study Arabic. NW dallh CaN alta cl] eleLesson 22 305 1.2.3. The infinitive has the same power of governing a case that the verb has. Analogously to the government of the respective verb it can take an object dependent on a preposition. the welcoming of the guests the answering of the questions 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 DU sa the study of the Arabic language aval an 159 to do the jobs the doing of the jobs CEN 4G 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 oN dal tt. study ofthe Arabic language, (icine Saal tall eelye the fact) that they study Arabic The following sentence: He asks before he writes the letter. _. can be transformed into an infinitive construction as follows: He asks before (his) Dc eh ey ie writing the letter. BOW ats 8 ots / 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 ctiticized, is also acknowledged in Arabic.306 Lesson 22 (6 + preposition . is the verb used most frequently in this connection: Abmad visited the capital city. ected K-55 ~ (lit.: Ahmad carried out a visit to the capital * city, paid the capital city a visit.) hl 5505 Loot 6 A Lebanese student has accompanied the - tot ax, iy “iy, delegation. et hb Bh ty ~ (lit.: A Leb. student has carried out the ad accompanying of the delegation.) au Ad There is @ 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 decision” ete). 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 Ls / a, the perfect or imperfect tense ¢3 / " “to come about, to be performed, to be accomplished, to take place, to happen” or «sr / (¢ 2xi “ to occur, to come to pass, to take place, to happen” + infinitive is employed: The papers were delivered yesterday. ~ (lit: The delivery of the papers came about free yesterday, took place yesterday.) ol BOM hs 6 FSG The project is considered quickly. Ba bod ~ (lit: The considering of the project is done with speed / speedily.) ips gph ale 6 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: iad and (2.5 “well, Ly. “strongly, violently/vehemently” a.0.; the quantitative adverbs as a modification of a verb, an adjective, a participle or an adverb:Lesson 22 307 ES “very/much”, (35° “much”, SUL “ittle/seldom”, Ly 3 “approximately”, “s “(he) alone/(he) by himself ” a.o. The following adverbs belong to b): adverbs of time: OY snow”, 1,35 “at once”, ¢ cf “today”, 21 “yesterday”, LE “tomorrow”, 8 $Lud (Lull “in the evening”, Lio (cles Q) “in the moming”, ale “formerly/previously” a.0.; of place: LA “here”, Sus “there”, i “up; on; top; above; upstairs”; of manner: 11» “secretly”, GUS a+ “yet; still; nevertheless; forall 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. @A5 Many nouns are used as prepositions when taking the form of the (adver then, thereupon, afterwards, further(more), moreover, 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. He has eaten a lot. Ags Ist very good [ace The adverbs are often at the end of the sentence; however, they are not restricted to this position: The Syrian delegation arrived on (555 oS) fis yes) Sigh ho, Saturday, the Egyptian delegation on era ae Sunday. is fall LGN oy aM oy 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. 23.3. 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 ¥ + (verbal) noun: IT walked fast. (instead of) I walked slowly. (instead of) I liked to do that. (instead of) He examined that thoroughly. (instead of)Lesson 22 309 2.3.3.2. Preposition .» + JS% or )y“6 “form/shape, manner/mode, way” + adjective: He has done that extremely well. (lit.: in an excellent manner) (instead of) He has done that well. (lit.: in a good manner) in general, generally oe Hye especially, particularly oe Fp 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.) GA6 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. Vv coming too late ae at (collog.) a\ 75h | compliment basic, fundamental Let’s go! huge, enormous unfortunate, miserable researcher Oy ¢ Cob] generation Ve er to justify sth. > (5x) JIT] stone dest eae perspicacious 592 | to lay the foundations of i-lwI_ am a2 y excellent, brilliant, splendid DL to envy so, sth, ee LY wee museum Ceti ¢ Goes | with regard to, (+ nominative ) Gi> oy technology Loe gl pS | Tearing, as to .*.| invention to phone ; 5 12 | to be afraid of sth. revolution wig uy310 Lesson 22 a ee first of all SW wl, stage dele gt prosperity aby structure CSB SF to take sth, into 2 (ete) eh Il consideration supermarket eS sly ye comprehensive ele reform cel in so’s. favour odes a... way / manner bye contents, subject matter (malian ¢ 0. asian light slpal ¢ spe 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 (collog.) +33 & Text 1, before it is to late bankruptey Ps to assess, to judge sth. assessment oon OK ad (coltog) Huts wats de (Fr. maguillage) che to continue todo sth. (hatin) Sadtel X (collog. Eg.) jpn ot Se) Se to hate sth., so. as you like make up Never mind. ‘That doesn’t matter. to enable so. to boring de profession og te to get off, to go down. Oy ds to expect so,, sth. <@ (Be) 2) VIL regular, orderly plan, program hae Eee to bring about an upswing ~ ((242) y24 hury ls’, Jake’, to be close to BY! Lhe y le bankruptcy objective ery tokeep pace with, © (CSI) S15 I to keep abreast of hopeless uth Sefieebly jecbesl! Vge ages OF ae oy A peal Gee oe Dyas sf fale J] idl Se Y Ue le sols ol) SN SLAM pl ane Gly of ySe Y GEE 4 deg a By teal Ral dally Let g SLE eh ah oty linet 3 SoH! probe Lisi Chole HY tag Les Cais Sy HSU lal beating abel ay AS gy Gbiar Cam oye Salty yr LL!Lesson 22 311 BEB ASA Me fie ne teen Ya gale CHOY Ue g Sb Gl of GR Sy 5 AV olen I OVA JS’ Lesh Ll] op ailishy gale Ske Radics 5 pee Loeb pSaly pg By gt OST of SULE aged als 5h of Vy Bls op 2d ca N>Yly ceil caeriglly cally cLalal op Lye er O99 bs fy of 4 CLE! of PH pl OL ISI cleo! sy de pagal a jas pt dh get CEL sth Jide ten 2 NOY aM els wdgles dy pee Gad Lelerly (S83 Lite y Gols Lo cs ol Ny MLN OLETL ode GB Fase Lo $05] LA Gy ldall ya Le PH AS Sy 8 eis oiomeye hg ty doles se Abe SI cleat cmey ey Sf of fot fag fo of glee JY fas oad SSSI Loyal Je ca Hl Jaded Lab yo Y the Uy cowl y Po CB Tae Ce CMe May He Om T of ote ae lll Ula Gye wel Dhy pl che Gad BW, ale tag Gad gy UKs ply fied LY) Text 2 Godt SS Gupbalt b SEW BS ob Cle qhKe te ie Spd WE GS Ge op cle ie Sade dl, ey Sle op oT fe toll oboe ee Gai) Glue Ul spe Gale) Gotd) sof Seat Se psd) adit SL ope $B poll opt Lad gts BL] Sea Lad f Sead] ate ghd dy Dy tt J] Ca of Se Lis ot eel fe Le Gy de Sar OSL Cay gl g Hew UT ey isu Sad GS sl fo nee CLOW pei ce oS Ut Ses Led clWe Tufted hat lye ap GIGS Ga day oF Met S pat Sp BLN op 6 US OU ty)312 Lesson 22 SL ete OW Le i pnnee JL I IES SWI i tell ab ly pe Spal Sh Gye Of J) aL else te. ee eee et : Set JS gu Wley tall Cle LU me Sopot lad ni La ge dhe dal dladly g Wyler See eS oper Spb de fe tell Sy LOY pl fae gehen uF SF ES AY ieee $5 slmtel tay UY! Ley de Gl Geni Jee Sabato the Gea dT ie vty pad SN pet Og GIS OL ee ie Lie! CASAS LB OLE ye GLELE epee Snead ty Eanes Canll J Do A Exercises: ‘L1 Complete the sentences with one of the following adverbial phrases. abl, ose «jhe Ss a> jy aS) By pas is ay whe By 26 Be gill all cyte tall ah ee oe gras Ma 54f ... ty pl tal Oyalas Jo ce taal HAL g]K ey ger ght ot oe SLY 6 yecar ai Sy + Epo he OLN o 5 2 yea) US ve Ald slash 3h of SI 7 + Gyo) St At ve abel GhLesson 22 313 L2 Give the meaning of the following infinitives, which you are already acquainted with. Sols fal Gate Sipe Glas! a ole eg basel eae lst cele Chal yp a 03 BS eee Fi elie Atlee (ola! 0 ghd crabs ald (et A pe tl Cole] A colesel chem Cyldcel BI teu! CC———_—_—CC=E Leal yo (gL) AAA colt BIE] CLI col eed Qt CFS) cSttel ASI he leas Slaw Bilin (ljLor cole cddead Gltl J par hd GB Obed plaid S12] late J yb L3 One student forms questions with the infinitives of L2 and the others answer the questions. PHBE GMYY < Sybase ar pp © ail oro g ¢ lary bot, pli a2 gpl © 1L4 (Homework) Answer the following questions in writing. Sha gl oly All eb $s gov SU ob Seb gil gall 2 lL Faas dy all Bye CG gl dla a2 Sle AS gl gt ob $42 55 sll Jol ga oy SUF gl OLLI aL G1 Form the infinitive of the following verbs of Form I using the pattern given. Find out the meaning of the words you do not know with the help of the dictionary. a) bs: To Le SG ape yard EL ILE LG ley (ay Be doth bye tte (Te b) dys: pe hae bey (Ea Ee lee ry hoy iy c) les se314 Lesson 22 G2 Find out the Form of the following verbs and the respective infinitive. For words that you do not know, use the dictionary. ca GAA Be ql sept egla! CI «fae GS cals «tel a gf Ale cheat coy geal cay rome cadet cgiil G3 (Homework) Find out the meaning of the following infinitives and compare it with the meaning of the respective verb. col per] Baber] cel tls Ode] aa glia 5a ai» ANRC cay Lie ge Gd asks old G4 Replace the Of - clauses with the infinitive construction. eel ee Ge lel 4 yet < college ge slaty Al Jefe clygh Glarly jew Of sal ey vial yy of aig Ly wild) alas) bs of 4 SLI 4 5 all ode | pe yy OF Vyal f Capel pede Of el ans lea ode U8 of le OA Byealy Bi of elle 4 pS phe |b of Sle C4 als of ule C4 ql ai of lye C4 eV fel Ms le cat OF Ill alate ASEM og OF pled ¢ Uae S Saal In 1 ype Of etalazel Lo Share Gl plas OF gees ae epAll BW oy Of giLM! cls! Nae pelt of dytef Ee WG Cm Uber gs of Jit all eae gh of JyeL. Sas ght 5 of Je bo BBL o yeh af Sy BAL LUST poe fd OF oe MAU) SE foLesson 22 315 Gladys pis Of ga all (KE val ak yee of oe LSE Sesh clone oth of ALK fo GLUE Sym dae Ipibet of SS fo G5 Replace preposition + conjunction + verb with preposition + infinitive. Ala J) thas [SA yl > dali JJopol JIA yl © ASM cg OF fb ell pols ad J} aps Of JS Gite ye cls af ell ama ahead of JS eV Ogg snd Jol Seay ey! J) aby of fo dita, bal aac wdell Obl er pars of dy dell dy aad alas gil Of dey Cad! SI ey pl sale of ae ceil) cee ABU geil ce alll Y ety SUL le clam gm Nhl Beat Mai rey (go aA Lp f ASM Cael oe SI O13 AGLI \y aad GLY gf eal BLS ped bal GYT le vgitel eerd pl dp ose sLasil B ped pall SJ eed Bln ol BA pore vig all BU Lye ghd Ball J} dull ple a pASSYN a | pale Ly did ele wilh) Goal Gl ela Ue bl G6 (Homework) Form equational sentences in which an infinitive is the subject and the participle ¢ 2 or ¢ yu 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, etc. 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, return, 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. cal slat 9s of SL a5 | Vy 9b Glorly joey of wal yy Vy yee OF I gol GF Lele oe lp of le C4 Cart eo Of let ey eile fA gabe Gat ab Ui Of Liber A Dyed CEs of thle . ’ cleo! bill “ Of GAM Ctl Taos yal Lad Of abet fe ASLAN oe OF et J eefo del Cae le om Lalas es of Sgt alll Ge Oe $A) SLI oe 5 OF oye Ula KE fo 3 SUL ogef of ye ial SLU dpm ane | Shoes of SK fe slorlys gis Of ye SIU) OSE 3. Replace conjunction + verb with preposition + infinitiv LoS) Eyed Ayeard of J ol ogy gad Joly eb of JB 5 Gani alll Ge te cf of te Ca Uy a ile Leen of te caf je Sits Ua Joey ge abA Sp WY gel Ge ALN Ny pared eI ot 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 Og pally CSW ee) 1. Subordinate Clauses, a Survey ee orl) 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 bf and Of © as well as nominal relative clauses after 2) «sl cL i. * predicative clauses as nominal relative clauses; © attributive clauses = adnominal relative clauses; adverbial clauses after the following conjunctions: after before = temporal clauses since/ever since until where = adverbial clauses denoting place that, in order to —_| = final clauses because/for = clauses of reason as; since/because | = adverbial clauses although/though —_| = concessive clauses as iffas 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 Simultaneousness of the actions expressed by the main and the subordinate clause is expressed by the following conjunctions: \edas + verb in the perfect tense (or OLS’ + imperfect tense or participle) = when When I was playing, Mubammad came. Masta Callus The clause introduced by (ie may precede the main clause or follow it: Muhammad came when I was playing. alt IS Wie Woe 2 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. GA Another syntactic possibility of expressing the simultaneousness of the main clause and the subordinate clause consists in the so-called circumstantial clause; cf. Lesson 28 regarding this. Wie + verb in the imperfect tense = as soon as Twill inform them about this een aaah : fie api ole le abt. matter as soon as I meet them. 2 a oe ed Az Lesie + imperfect tense, often in a conditional sense ~ English “when, if’ + verb in the perfect or imperfect tense have the same meaning as Gass does, AA3 In joumalese Le is found far more frequently. Les.> and (xe are more representative of individual style.Lesson 23 319 + verb in the perfect tense (or Ol + imperfect tense or participle) or imperfect tense = while I did the work while Muhammad was absent. Ido the work while Muhammad is absent. Temporal clauses of simultaneousness are furthermore introduced by means of: UL as, when”, Lalth or @15 U “as tong as”, J U “so long as... not, unless” and US “whenever”. dasingl> Le, pla tobe emluaned in he pers vette accordingly: So long as/while I (yowhe/she/welyowthey) / U5 / Galo / pla | 25 eth) iu am here, he will not sleep. IEE yh 2.1.2. Temporal clauses of anteriority Of 4a + verb in the perfect tense = after I went home after I had done the work. jeah é op AG Accordingly, in the Arabic language when two events occur at different time-frames in the past, perfect tense - perfect tense is employed, unlike in Englsh, in which “after” requires strict compliance with the Consecutio t_mporum (past perfect - preterit tense). A7 Lue and Lx , 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 Of 19) “after” nor from LJ “when, after”, which is seldom used in Standard Arabic nowadays, However, in spoken language the latter occurs very frequently. (Ol) Le + verb in the perfect tense = since Thave been (and am still) workingas “a7 +f 4 an interpreter since I graduated from C7270 Ul “+ Law’za (ace af Y university. Heaton 2.1.3. Temporal clauses of posteriority (5 + verb in the imperfect tense (subjunctive) = before I (will) ask my father before [write the letter. UU) CT of 45 at320 Lesson 23 «=> + verb in the perfect tense = until Hee worked until he had accomplished the tasks. at “Le 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: all | ach instead of instead of instead of Ur | Uent'gh o5thul) instead of wth We are also familiar with it in English, e.g. “after doing the work” instead of “after I had done the work”. Vv as; since/because 31] to conclude lrg data, facts, figure + | to bring backto 1 + (ers!) exif IV help, support port, harbour tal ¢ GY yes (coltog. Eg.) ©33\| to swim (er Palmyra 5 | acceleration er air tohelp so. (ile) » (Actes) tele IIT with sth. to move L ‘ibute to ds at the expense of, ce eee 1 ot “ ». he 6 (dawg) dew! IV You ate right, saa fi | !omake so happy Gxa) ’ hit Aleppo (ce eP oe Peace be upon you Se Dut Hama (¢) ole +» | and the mercy and Bs yy hide, Homs (6) U2 | the blessing of God need; collog.: matter, tel ¢ tle | wellness, well-being we ae an eating Ohhh aS 2 erience; kno\ Ne oe , ? ow ae E°?| coast, beach Eble @ pelt speech, letter, note we lbs enclosure (ina letter etc.) le ithe @ to extract, cp 8 ( a —— to deduct sth. from sunny ueLesson 23 321 collog. : friend as equivalent for, (in return) for to export sth. to story aa export to cut sth. = refinery Blas ¢ slicer) to cover a distance or stage outskirts, vicinity c Ine ¢ Ae Le| fortress fe loss Else Latakiya to inform so. about (gle » (sy ei TV | so long as ... not; unless rainy towishso. sth, Of 4 (aen) gf V that to consider so,, sth. ® © ( o) in his capacity as to come across sth., ke CB to track down sth. oe So toadmire sth. 8 (Laney Conbl rv | t0 finance sth. > Oy) Jel many-sided, multi itt sled | harbour tle gosh non(-) (PAF + noun is like pe + pas | (0 ft, to suitsth, (play oli IT adjective or participle, a nominal negation) | water-elevator Selo USE enemy trade union be ue complicated to import vst J) yee X to be used to so., sth. Co) —— ipo — (and) others weight Nis! & O99 sence say good-bye to (28) E490 hee rooemeatany) 7 (ue) oli sth., to advise so. to to welcome so. Text 1 OF J! Ul, V44 ble ye VV Gee we sue sng tb 4h wala et Cao caret des be ssl 3} ape on Mle N ole a ost BUGS A g yall Sty ele G1 Gly ie y soled I jel (Sty Rely Halas foolish om Le Uhyt OVI Jl Lal ype ee aS Cae ep bpm EL ole ey. Ase Ue Mg J Gg yA TALL, Ly ail ¢ aby pasty ole Gof da ULI ALeell 3 Lec) Lay!322 Lesson 23 Bee pay Wb MI frclall ce ib» is Bas Gpelovley dill S125 oe Sobre rece! lu Sa psy sth El i Ss aye he sig Uae) Lapel yy olay Yplinat jar Lat yj) cae iul Ct OLD pdb BOLE SI oly oe tabs BAD sadn ASSN Lh ay Updater y Ul pay Cyan hey 3) yell GU GUS Laney BAS UV y GUE y Ol or Lopes atl Lr lpey lhe ale eal CPN OF by ee ll ay) edd Cone oot Atel Uy gh Bee A} clay Cll any ine gy tll La GS awl o} Of Sebel Joell Me ope doit BF et Y ll ab og AN LG Et Maal) ad 3 He pew oy LF OLS de gy AN Lhe HLA] dele ca) ole Bb olay A) BLT Gy alll J} ogef of fay Tp VV di dla pel. ne gel Gil SS frat BL Sat gil pail 3,5 soli lest ley ual le ol eld! OLY oe IS py BY ar) y Sle ally MLS Gilly Clad WW gal led! Gate fe Text 2 Go yall JH Ad wath Clee oe cle ASI os Goal Lo) HL V0 f 5) Ue IG che, Uf Bhp y LAN dla Ma Gl) CETL IS Ueby Jai d silim Sy Slim wp :J5! | wen abs Jal. Moe tae Ut GU, VDL! le a ati Yt saab ti B Sia Ls oy sghel whet Ogi ge CIS SM) etl 9 cee Las SLID Slay oj gh sh th 5 gh V+ Suse Sy eone coyf wphS 06 WS NSN Oj bia ulia Ly as 99 Ve cabs Ufy ame Lin cleat) 20 Ae pny BCL Of gla rab yb Sle SI pee ey HUN oof OeLesson 23 323 Lasley y ALI HT lee oof gf Oy pS s GOS5 UG oglef SI slgeme y ig! a a 4s cs Boe BVO ph pmtlyrpel OU oe we pmtly Ol ay SLL lade sles el oe y jain Te Sea SLL J png te Gaba By ya Ley Ut Ga sh Sige Le yp th PST at OT Joell op Sy TV A by Oke Gus g Isle ye, Reeth pd U} clots ey Ope ge a Vf ac Yi dary HeLe Ve esl WU SLL Jpeg pe Bed od uf LM ole, OW pst, deal Gg he uf dU) Ges. als HG se yl SUI dbl Wha gol hl) Sb OL Glew I sagt) ged ASS pp GSS Gazi By ces Gass YW yy Hee GLI Ws he pre ed Oty gail JS Gal g pint of att) seb SIE Sey SU GLI ala De ye ba OF dee bat apps of _ ghee Ue By 2 Vy hae py ta I J poy cae dalek GLY ye Ve CLI jy ow gS YS ples SU ads stat wYg2 Vee WBILY! le Lg Lag ha Y QL Ne OY Me bb Li crt ALS ge iT Gb Vy Up Ladle Gill pylt Jal byt ale Sak oul WU WL 6 pd LVI 0A le Sy I Spiny tay Uh eater Laat «IL ells DL a tila le So UL UY LUIS ae oS Edel oe Ipde saab hi Oye rub Oy saab ii Oye rub324 Lesson 23 Exercises: Li Replace the following words by their antonyms. Cpaeel care EL cay gieel Ghd eft d cole 96 cpdead cS pery chy gute OS Sp he ch pe hd oleic ai L2 Insert the proper preposition(s). cua of. Bala. ley aedl 3 sll) pall... Club) td s ee Oe ele alone, ee oe he a acres = Ud) ayo LUT clay aed Tay SV ae eel ge ot prelicel fy AU ait eh oD Dye Nyt doe. Jy pl odd. UE pty dnt... Blo) due LS opal wee GF gel. Gat We, Aiay gg Flt L3 (Written homework) Translate into Arabic. T 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. L4 Translate the following text which is printed in deco type Naskh using the dictionary. Rayeetlay wh Wikies Re Yager yl ‘wil rolegitlLesson 23 325 ater Sastlt alae| Slapped Bladby LM plea ager paisa BSyylthar yy Slephl roan shy npelssls) She oven / V/V 3 eysllyo/1/ V0 MSs Sass Ley gael Sey Salle deel, 56 WS tivke Jos JL) Sal, Aetatbiplllyd olan os labl alae] val deyarscliMl iS ASPs S__yphls eS, all JS, G1 Combine the clauses by means of be, At cle Calf GUS Lee < dat ple whes = he foo Sl) Cot Late < at foo lel oy © (ae pial ol 3 fll cle, We ole Ail ease! 3 suas) calbit lel) UJ bey 3 pla) os 3 SUSI cles Mall goes” Lite cle cod! Bate cade ge UDI fag Dbl op Aig oye is Jt Bele 2yis) atl326 Lesson 23 Coe NG se Ailend ped ai) pe al UsGLel Jeo Caf Us pal Vash pled pote fA Atal pall ob wal we Car nt Syeah Js (Atel hp lis pid ab sealed gy lade CL Oye Ulde aes Lf Lt eos byt se bboy elie dim 5 il elif {yg Lyeasel G2 Insert Laz> instead of Lue in G1. wi poly Ba SL) Grell Jey ceed slg] Uo f 3 as Bye ils WW ytels BA g dye yu le Oy BLY U3 is Cols Optom Geet of ee ee cond ale Of eke Bled ob Bobet 8, Gio sida j} tal ole oh) Ne caet Cale sale ist Geil NPY! ode |yaet G3 Combine the clauses in G1 in sucha way that “ue or > precedes the clause on the left column. wMadll S54 lee /laue hdl Utley © Pay attention to the fact that lz>/Lue are interchangable only in a certain part of the clause-couples. G4 Replace conjunction + verb by preposition + infinitive. peal clgail ter < jel pel ofae Ad joe of sy oul jj of ay tA Sy Lad of oeLesson 23 327 She SI fey of te dul pte of Js De OS of fs Hable of JS oil gl of J ayidl le frat of J3 Carll Lsile of Js AM geal of ke Sy cal of ke qth a of Mea Joy > sigh ole Ge S yycall felt Qo G5 Transform the prepositional phrases into temporal sentences and vice versa. Ble NALS Jo yhotl << Bes STS glo © aged off otae hess < spell SAL ae es Cad! Up bey clined 5 of ae Bp Jost of Js diya of 3 Bal ep Lule aye fal jf ey ASU! A] Nhe Gey olay Gar Iy,)5 of oe Ben oy Cor Sof ie Lene fant SEY All Byolke JS {bl ae Sale 8) By LS Of tel wl ofy of i Usd! Gan spate al) Glaill [5 ST oe pte ble Sip BUY JS Bad Ny ga ptll Lt Of te Bye Shaal 584 op SE CMY! ol pr] Le Jel SL em pd Corel Nyse of JS alee! G1 5G abl els clash Jo Aly de 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 Lae / Fgh cyst of dae / gy ML tay of fo / aya le rad of 5 Of ae | Lag ole ge | UBB! boy Ge | ali Be of de / U5 s 1 Btw S} hey of te / 5A My 1ye08 of te / Geral 515 of ae / auld! ate MAM alas Of Jd | Mya olay of 5 / Dee J OS of J / dU cy 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. Thope 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 Oy pally ail SI yo pAll 1. Verbs Ry = Ry The 2™ and the 3“ radical of the verbs Ry = R; are identical. Example: Ri =¢, Ro=), R3= <* “he (has) passed (by)” ‘The peculiarity of these verbs as compared with the sound triliteral verb consists of the fact that R, and R; are contracted in some of their forms, but not in others. As a rule, Rp and R; are contracted if a vowel follows R; in the form which was based on the pattern of the sound verbs: Ta z= i — = oan a, dae ote = oni 7 oy z = Nyy R, and R; are not contracted if Ry is vowelless in the new form which was formed according to the pattern of the sound verbs: ise oy : Oyy or if there is a long vowel between R; and Ry: dpe ~ jo Io jae The imperfect stem vowel may be a, i or w as is the case with the sound verbs; the vowel that follows R; in the non-contracted patterns of the perfect tense is almost always a. ‘The active participle is: ne The passive participle is: Sa 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 Il and V are formed according to the pattern of the sound verbs: Be oes - oo In the other Forms R; and R; 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 mediae geminatae”. In most dialects, these verbs are conjugated in the perfect tense like .-~+ , analogous to the verbs R3 = cs , accordingly. @ + v Cay] bet Se 2. Verbs with Hamza In the previous lessons verbs with Hamza have already been referred to several times: xf JK 63 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 pattems of the verbs in which Hamza is the 1" radical. They are due to the phonetic law whereby ‘a’ becomes a, ‘i’ > 'T and 'u' > ‘i, However, this law does not apply throughout. = eal Form I & E (cael «ishLesson 24 331 Note these exceptions; The two imperatives {|S “Eat!” and |: “Order!”, which are derived from the verbs nti “to eat” and ol “to order”, have the same form as i ; otherwise the imperative is formed by R; being included, accordingly: Sif < 1241 “tloper” derived from the verb Jaf “to hope”. Form Il = Sat (< defy Form IV 7 Set (< sath ee Ae 7 de! (< 485) aE arr 7 Jef (cash) = stay (< sb) Form VIII = R, is not assimilated to the infix ¢ in the other verbs R, = Hamza, but the vowel is not prolonged either: (instead of Cals) aly (instead of 34!) De} a2 The Latin term for these verbs is “Verba (primae, mediae, ertiae) hamzatae”. The orthographic peculiarities are treated in the following paragraph 3. (Appendix: Tables 29 to 34) 3. The Spelling of Hamza The key to the spelling of Hamza is to determine whether | < y or «s is the chair of Hamza or whether Hamza occurs without a chair. To determine which spelling must be chosen depends on which vowel precedes or follows Hamza. The formal order principle for the following rules distinguishes between the initial, medial and final position of Hamza in the word. 3.1. Hamza in initial position Alif invariably is the chair of Hamza: to take mother production delegation332 Lesson 24 This also applies if the word is preceded by a preposition which is written together with it: for my mother a by the production of the cars ote ch 3.2. Hamza in medial position 3.2.1. If Hamza is vowelless, the chair of Hamza is determined by the vowel immediately preceding Hamza, i.e, Alif is used with a/a, Waw with wit and Ya’ (without diacritical dots) with i/t: re opinion gly well/spring a (infinitive of ust) cay 3.2.2. If Hamza is followed by a vowel, but if the consonant immediately preceding Hamza is vowelless, the chair of Hamza is determined by the vowel which follows Hamza: he asks questions responsible doe Exception: If the vowelless consonant preceding Hamza is a Ya’, the chair of Hamza is Ya' as well: 45 “form/shape/appearance; group/body/committee”. . If Hamza is preceded by a vowel as well as followed by a vowel, s the chair of Hamza if both vowels are a, Waw is the chair of Hamza if one of the two vowels is u and Ya’ is the chair of Hamza if one of the two vowels is i. If wand i meet, Ya’ is the chair of Hamza: he has asked at. presidents sO question Spe hundred i president wt he was asked 4gLesson 24 333 If the sequence of vowels is -d a, -44 or -ii a, Hamza is written in its isolated form on the line: (infinitive of 13) experts, chief performers manliness 3.3. Hamza in final position If Hamza is preceded by a short vowel, this vowel determines the chair of he has read he reads, it was read to be manly 3.3.2. If Hamza is preceded by a long vowel or a vowelless consonant, Hamza occurs without a chair: friends suf read (pass. part.) ye (infinitive of s+) 5 eo one (impers. pron.) ool 3.4. The following applies to the spelling of the indefinite accusative of nouns with Hamza in the final position: The Alif of the indefinite accusative is omitted if the chair of Hamza is an Alif or if Hamza follows Alif (= long vowel @) without chair (IA «#133i)). The Alif of the indefinite accusative is used if Hamza occurs without chair (except after the long vowel a) (\s> ). It has Ya' as its chair if it is preceded by «s (=). 3.5. A Hamza in the final position may become a Hamza in medial position by means of a suffix. In this case the rules given in 3.2. apply:334 Lesson 24 friends your friends with your friends he reads they read you (f.) read 3.6. Hamza together with the long vowel @ following is written as Madda (- August oI minarets ost This rule does not apply if Hamza is also preceded by the long vowel a: experts, chief performers ORES You need not learn the rules about the spelling of Hamza by heart, Look them up here when needed or inform yourself with the aid of Tables 29-34 in the Appendix (verbs with Hamza = Ry, Ro or R3). 4, Clauses of Reason 4.1. Clauses of reason have already been presented in previous lessons The following conjunctions are used in Arabic for introducing these sentences by “since, because, for, inasmuch as/in that ...”: ro are Cree 5S] 89 | pecawe bay OS EY He did not write because he was ill. eb ae eek because ol gels OT 5} GS Y He does not write because he sleeps in class. because F aeete el ad ceeesceere He does not write because he sleeps in class. a since, because | since the government was new, it announced its program.Lesson 24 335 since, Hall ai (ISG 1 ar g Ly OW ST eee Since he td studied ing he spoke the Expt dest Hest aus at Soyo GUT flit Gh Gs SS ad od (ae This plan is good for it opens up new prospects. Clauses of reason can, however, also be introduced by the particle C3 ( ALL 3 = explaining Fa’) with the meaning of “because, for, and then, and so, hence/therefore”. It is used about as frequently as OY and is employed in Arabic in the secondary clause following the main clause, and is also often introduced by as a new independent sentence here. He did not take part in the classes, and so he failed the examination. OES g Jabs gS 28 The government cannot solve the problems because it does not know their causes. He was two hours late, and so he did not get the license. ay, last Jesh col cy @ 21] the Arabian Peninsula taal andl instrument lyst ¢ alaf] beauty minaret Ls | the Hanging Gardens Iran unknown Babylon to form the boundary of sth, (44) Se suit tolliberate so, sth, 8 «9 (ypu) p> I flat shave we Basrah caliphate Be old, worn-out hollow of the sole (ast! ¢ pudll (eal (of the foot) Umayyads oe “Abbasids Tigris _ use to guide, to leadso.to le ¢ (Ju) do ee to show so. sth. Turkey in those days SIS 3) = SLT to try, to try onsth. * (>) > IT} rest, relaxation stocking OL ee € LF | Take your time! Don’t huny! [éLe1)336 Lesson 24 totell so. sth, (46) 9S (Sx) Wy to transmit, to quote (from a sourée) agricultural U5 Semite, Semitic oF e ae to coincide with @* Gy pal Vil plain (geogr.) dye € ee Sumerian se rule (over) we! 6 ae totic, tobindsth.to J] _ as to want to, to demand Of Gey) ole Whatever God wants Siglo morphology, inflection (gram.) Se ruin, traces soe cde Taurus Mountains wre iy i a to continue to do, to do sth. permanently (+imperf. or part,) miracle the seven wonders JI 15) Ctlne of the world cream, paste Corl g, o load to count; pass. — to be considered poles to succeed one another (C3le) abs vi on oH) de modem, contemporary to attack, to assault sth. rich (in) ‘wood, forest here: to conquer light, bright (colour) bill, check Euphrates brush to fail (in) dome to decide; to report, + CA) 3 to establish sth. to settle down #4) Jel x here: cubicle 2 cis castle, palace a region, land cotton from head to toe shirt size indl ole nbd tohide, Jd (AS [AK oS lod to waylay so. al-Kufah BS to extend to J (sb Ach) val pipe, tube Catt e Oe. at grammar sul grammarian +e, Pea palm tree Ga b) qe to come into being, to arise * (tesy ts justice, fairness tail river ala ce Mesopotamia crs) oy bh huge, giant je face, aspect aye my razor blade olyl sole e my (prep.) behind, beyond ty description Blesle wey died oeLesson 24 337 Text 1 corel oy be 2dk BE SL LS egy gl Sle oe Sh ly tra (5 p63 Ou demain ae Sat OAM DUET Ly yp Gal by OL GNI GWE ol taba ode deat y yt! Chal ot Ube sy forth Obey ball OSU, AMI, Bp ply ALL! aie) abt bse ony Sgpl 2 Gye J3f OLE A Bl all GU LIS Uaelyy 2S petal 5, pall le | ct 8 gS) Halal atlas Jl Bante Tay screed GU SDL IS ou ell on be Rect ALN) ph lee ge La Ff La) BO all oye Geel Wall tle Ala W545 Gl as Bled Opal allen by Shpall Mp Repl Ba oe steel gm OY gill asl fat By pL! (PYVS = Yok) yp rall ALLL jae Gy olde tye oly Ly PVN / aE te by TUN) Ral gg BO Cadel ol (pV TOA V0 +) Hols! BUH deel Cornel a LCL— sal sae Wee al hs re . dS eral d) Ley pads Ulery ct ge Ley ds Pees WE “Aram YAY) aed yg gu 184 ge Canty A a al AS 7 Lagllale plheety cial) poll G lege te Epadly BSI Corely ALY) Lala Lats Galas dy all Mal QoL) SGT oY AWS cle ce GIL file SLAY! SUS) Be VIAN) eVY Gayl GILY oul amy ee Boe lll ae SB CLL rol (Hd Sy Ce ped! Cw pull 1 pally pul Text 2 Ml a J wpblslee Up Fade Of yl cle rast! wees) Gal ML ABMS oy tine Gad dL cll coe Taersle pfabels ade ld) Seah gcd bob IS ed Gl gilim Ve ISU clet ul cay wplet By OW > yet IK Sl flee Yale f ol gba oy GajLEY BOS Lets te fb USN obe o caile by aT Uf aL Ladd CAS WS 2 Sy LY ow py PTO hey lliny eee ASN) Sle ol A yo 00+ cotleely ae338 Lesson 24 Ning LBL O55 4 WLS YS Julie GY y2 VS Opie pall Lab pH at hy Lele cil we Cast ba eed Ley SUL as ope iS AT Sela LU N gad Qe Met Y pel oS Vly tial Lace io bl BS US SILT LAL onke y one peel te ell J Lyi EU SLL ALS YS weet ley eles g Sa oS oy SUA jas! 3 Gud! 3 al of Ge Ce or war bi eds (pile aes Gol Sy USA a ge hee ole ad clef IS opel OW, da biadly ah dly Ol gall a Nes pes Of CA NL Ly ne LB By II Sy eye ee Bo Uj LAV, WSU I clot 1027 Sf Ole Opmeey SHS 90 6ST UL fag ne Boyer ye Slat ole AB oo ADU OSG Of apf, 26 big Cat, OY gold Aig G Ske Sys pea egg? JS 9 JAN pill 3 Leb ggg pe La Banal Beet JS OA of Sey When be joely Gee) Ley aor aa Jf cleat, oH ode SS del S DLiageilly oF G chil (Lys WG Sglasdl yle Vf pes SAB Shyaty orgy VV GS lets VY G Ubetall Stlly oF Spall cl SI ae flats lee VIA Que at crs Dl a cle LSI ae enone 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. Hove all of you. Why don’t you (sg.) love me? Why don’t you (pl.) love me? Tove that country. Ope asl! 1 rll LO asl!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. L2 Which countries, regions, seas, etc. border on Lebanon, Syria and Iraq? Use the verbal pattern 24 / 34, L3 Use the verbal pattern 2 / 243 (“to be considered”) to say whether the Arab countries you know are considered industrial or agricultural countries. L4 Form sentences using Go! / >i / Lat cos in which you refer to persons or things which you liked/loved or still like/lor LS The teacher explains the use of the phrase (J, hy Of Cet 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. soul SALT da Cet 3. Transform into the imperfect tense. Bi US US a gst La Syme ee pgelear G OUI I BL SLY ALL GLa Tee fe al SL SL Gp ied ole colin les jae Seb, Gael fo SJ ie le Ls ys 4. Replace the following relative sentences with shortened relative sentences. re S| Ad USS gle ol de DF sll JO LAM / oft 3 ol GU | ype hb go) ales ul | day ae poll Sf ee cil Pe CS ot otal 5. Translate into Arabic. I saw your friends. He reached an agreement with his friends. Your friends traveled to Paris. We shall go to the theatre with our friends. Beginning on 1" September I shall go to work everyday. The questions which were answered by the responsible minister had been submitted before. These things are unknown. He suggested something else (= another thing). It is a custom on such trips to visit the archeological sites of the country. 6. Negate the following sentences. ft US a GL of HL od ole yw Obi als g Ub ol Ge de ct at ball 5 4 cil oe ye342 Lesson 24 7. Translate into Arabic. Where are the suitcases? I need clothes from head to toe for the summer. The airline has sent the suitcases to a place which is unknown up to now. I have suffered from the same problems. I need 3 pairs of trousers, shoes, socks, five shirts, two suits, a toothbrush, toothpaste, razor blades and shaving cream, The clothes must be made out of cotton. Don’t hurry! Do you like these trousers? Try them on in the cubicle! Give me the bill! That is very cheap. I have to buy other things.| Lesson 25 Og pisdty oll ow yl 1. The Pattern (jadi 1.1. Adjectives which denote colours and certain physical characteristics or other peculiarities of a person take the diptotic pattern (jail. We have already mentioned this pattern in Lesson 7, but here a survey is provided once more: sg.m. sg.f. pl. m. > of white al red. green, blue brown, black yellow blond dumb/mute deaf blind stupid GAL The feminine plural ends in ars Oly) > «ail slaad ete, ee is only used with persons as a matter of course, Some examples: _,2-d) “the whites”, 2 yall “the blacks”, pl > hf “the ‘American Indians”, «\ \ic% Ls “blond girs”. The usual rules of agreement which apply to the attributive construction or to the equational sentence containing an adjectival predicate apply to their construction: 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 pattern ‘|s3! can be formed out of many adjectives and out of some participles. It expresses a degree of comparison which is called the Elative ro). &A2 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. 1.2.1. The Elative as an (intensified) positive I. SE. f os ys aykif eu as agit AA3 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 ey \ sla » Asia Minor sa Gt the big powers oS auf of great importance Z re _ the Near East 3 orf the Middle East we _ a the Far East il auf minimum (= lowest limit) on ‘cif maximum (= utmost limit) ail 4s if the Middle Ages el 5 pealLesson 25 345 The following Elatives near Be a far(-away)/ distant/remote oad il middle, central Be Lasf as well as left Sele ff right ale taf lower erry jae upper/higher wee al (all of them direction-related adjectives) and (anyother ot, “oy 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 lative 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: ‘431 (also in conjunction with feminine or plural word In an attributive use: definite or indefinite noun + following (|i! a smaller number/quantity the cheaper product ‘The preposition (+ “than” may follow: a cheaper product than the one Ibought G5Z| 2g346 Lesson 25 Ina predicative use the lative as a comparative is mostly followed by (+ “than”: He is taller than I (am), wg Ugly» She is more active than you. They are stronger than we (are). The preposition (4 may be missing if comparison is expressed in a different way: Lam tall, he is taller. gb ya, “Lb uf aot aa A4 The genitival construction (\as! + definite dual (or plural) or {si + affixed pronoun in a com- parative sense is rare, the older of the two children the older of the two 1.2.3. The Elative as a superlative The pattern which exclusively occurs is: dust (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) Jail + indefinite noun in the singular the best student _ b) (a3! + definite noun in the plural _ : the nae best of the students) vet ed ©) (if + affixed pronoun the best of them or: the best (pl.) of them geod In general the context will decide whether it is a singular or a plural, e.g. He is the best student. Supers They are the best students. lbh 23 f _ sincerest greetings one of the most beautiful citiesLesson 25 347 The construction of the ordinal numerals as the governing element of a genitive construction (cf. Lesson 16, A2) is similar to the construction mentioned under a): ae for the first time i 58 the second (largest) industrial nation Bebe Us Thus also with 1 “last”: for the last time oe 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 A ; , Gis also possible ee ae fys Coe f Cal eV ga) SM LOTS the example “they play best” is rendered by BSG HT Oya on pe, 1.3, The most frequent among these lative constructions are the following: (ye a5! = comparative He is taller than I (am) . e wht dail + indefinite singular = superlative the best student pb nsf (jet + definite plural = superlative ren the best student/ the best students Mal CH 1.4. List of Elatives occurring frequently Elative pl. Elative sg. positive £ m. £ m. Part ae ~ (an)other oyal ol al first aasH Ss asf a oi slow & *. distant, far §348 Lesson 25 To 7 new wel wage beautiful, nice gai os good, best Sof a modem eefl eo good, best wes ao] oe light a sincere, frank J alef] Gale near, close 3 ost é al ames 5 cheap Jae] Gast fast, quick tH et low {ppl jaf simple, plain Sef] ae bad ful. severe, violent, tail ue vehement "7 right, correct, a ‘ healthy, sound eo ee hard, difficult earls ae small; young pl ee long, large, big, a tall 2 good, best thf CE great, big, large “bul plist] dé high; upper uf El se expensive tl ue rich ClLesson 25 349 excellent, best Avail distant, extreme, 7 ae Ta utmost, far youl Grab i) old asf es near, close Lal OS short, small a Hi z (stature) Oem ae small (quantity) ‘gf Le strong Cal ce big, large, old “sf oS ‘much, more Ss friendly ol active, hard= a working bes clean as important oe el middle, central a) bff ty extensive, large, Pani i wide of] LS. Some phraseological expressions: at least at most to the last degree, extremely to a very large extent mostly above(-mentioned)350 Lesson 25 below, down geig above, up Nag 1.6. The word > “good, better, best” has a comparative or superlative meaning although it is not an Elative in form: Prevention is better than cure. Prevention is the best cure. (lit.: is the best means of cure) 2. Tamyiz (accusative of specification) and comparison 2.1. We refer to the accusative of an indefinite noun which expresses a modification, a specification (= je--5 ) as Tamylz (accusative of specification). According to the rules of classical Arabic language the Tamyiz is used, above all, © with measurements, AS Example: Lx s> ¢1)3 “a cubit of cloth”. In this function it may be replaced by the preposi- tional phrase (:,+ + definite noun - and thus it is also usual in MSA: EP ot C3. © after the numerals 11-99 and for indi ‘ing the material. GAG Example: 425 45L+ “a ring made of silver, a silver ring”. Nowadays itis better to say: ail ope Fle or (ad pale 3 Bb Sle 2.2. In MSA such constructions which are equivalent to prepositional phrases with “in” in English are considered Tamyiz-accusatives. Tit, Nobody surpasses him in knowledge and diligence. algal As SAPS ya Y 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 (Jail by nature © b)the participles (except the active participle, Form I) and the form of intensity JUS © ¢) the Nisbas (relative adjectives) © d)the adjectives which take the forms OSs and J 53, as well as some other adjectives.Lesson25 351 Im all these cases the comparative and the superlative are formed by means of the Elative 7354 “more” + noun inthe indefinite accusative, “51 may sometimes be replaced with ch 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 “7 or “cif, In case of the Nisba adjectives and of the adjectives which take on the structure Jus, it is the feminine Nisba 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 taaf whiter tay taf Ley ssf the whiter, whitest paper Cay 3 is MeN TSA the whitest paper i Te boy ahi dah, ost a hy tar- if Constructions like Lats ‘254 85551, ic. ita definite lative 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. 25+) in case of yan! and > yf, tne form tas (25) iL ete in case of the remaining adjectives of colour. 4A7 The noun used for comparison takes the form J (I b) | diligent agin’ more diligent lg 7 7 yt the more, most diligent students (algae 34) CSU eye the most diligent student(s) ss ST productive more productive EtG) ist the more, most productive equipment Gt "EY Lge eo el 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 das Matters are more complicated if the 1* term of the False /dafa does not have an Elative, as is for instance the case with «st Clb obstinate, stubborn”. If the comparative and the superlative are formed. at all, we must construe them by means of 57+ noun + preposition 3: «sJI g Bde St. 2.5. One form of the reduction, of a concept is expressed by ‘af “less”. The construction is the same as with ist: ir less diligent laget Saf Vv petrochemical record, minutes IS 35 barrel tocry (S&S & to send so. sth. usefulness, profitability Cpe plastic useless, in vain Spe o. my ! By to prove, to establish sth,» (¢ mosque ule ce(sum) total, totality, the whole & ya plant, works, factory ole om geological Cede 2» (bid) abe I ene La a 3) Jo! vil to excavate y+ © eA) TeX sth. from to define sth. share to occupy sth. fruitful, fertile — to remember sth, a (Sax) (sa Vv perhaps Ww place, rank Gy cur lead ule, zine : embassy fertilizer winter resort derivation (from) (also gram.) oil derivatives repair mineral giant separation, pl. differences really, in fact, actually phosphate to guess, to estimate sth. © CAR) 8 1 Lesson 25 353 ol g Be preface, lead consul sulphur; matches not only Ug al] pe. Gao but also without Yu more favourable (for) (J) 4s here: to lay sth. = (ab skillful d9¢ Be products ole G copper eds brass del lt to build,to erect sth. > (fet) Last Iv crude oil expense(s), cost(s) at his expense tanker, transporter oil tanker joke, anecdote quick-witted aS) pol> toescape from to S} ce (OH) OF Das) ory ye OA to escape from justice fallness, wealth, abundance 3By provisional, temporary rorya manpower, workers dla cai zt354 Lesson 25 Text 1 Forel) Ugly ty dy wl OU! Sy AN EFS Sy Stl aba BI UIE tell OluLd ye aS” sue Chet Co NN oe ST aha Ads GA) Lat eae by (ale bo pl real OM! > Gy all bill oy» db bly Bee eS aT Leal) OL g deal cl aed Obs OF Sy ptr ya ey Raa) Obed) GI yp oe dell ar all gba) teas 5 5] =I OLLI! plies ole lit By 8 ed ray GAM OUI B ors] Ole AES) ak Bye 6AM Oba Ogee ede AST ty all Ola) GS dart! Oy LN OF Jy ay pl Balad! LU pu Retell jor de Bead ial tall J yah tales 9 (3, Lose tell dpa a US ep Gey Pt kdl dy wl Olay) ha Y Ole he day cay) OVS ball jel ee tthe yp oboe of ileal! Uslpl bad) olin Lat Wy Ges (lately Lae ech cy (He Lt, E) ey cdl BW SY LAS y Rte Lies clay BS Sy gpl by be Sey ADL! bas NGL ApWY) ley Lae US Clery ef ee Lal oii Ell JES eS tal ty pl OL Gas y he ard) oly ul pal ey EAL Lath Lie ap ogy yl lal ct aby Lighy ole Sy ploatly cep ty all tiled bdo gl os 20 doll! Text 2 ab, ae Ae Neste & La « Suny Sul te : BI Lass) sceplilly Stl ost BIg IS ba Uae sare Bly Op SNA ES, JOSH we Cal IS of So Oy Se STE $ehetl JS y2 SS TA AS eb ode aah O92 Oe Sly ye gal Bade dey wll Ehaad Cab ot ye EE pa wed Gig eye LU op Uf aeLesson 25 355 NAVE heal VV G aly GW Gp ohey go wt la ope Vo Sig bala SN) hey Wal by ply cts du Ig VY Gl iy Oglpt Gad Q JjU ul Siar ye Bf BLS FAW 5935 Jo SSI) NS pill Soe] gr Dale clay hie, Dy go uf GIS 25 el Ee ihe oe St of ty GAA iy Ss Jo id Sat y ayy $5 ll heel op el Bs wks 3 SY uf Ball iby Oty OH Bc aL had of 43 fe — -——rere—eN GEL abt) gear Srolis ealasly (yi tels Gea ny bn SI gle] etl JB sae AB Wily J Op pbaeny Qiage dared LIS y ge Air yo de ab Ll ety ol sast ys splly Che tad Cf JE IS le sya Y gs O- eet Gib tl oe iS els ot GYT Liss dag PULIS pF ope ye OSS oy f pli de ab It SU gab ll oo BSG UW SS Of US fo YET UT eS eS JG SAL BL thoy dey QoL Se bt Ske eb 10> SU eed Gp yb Be CUS US ee SI LG et oe LT pny BY Lee A ely Byblos cdl SI rut BS SUT SI) by IS ares bt SBs a LS hey Sl fail omy the GAG be ee wel Whale y356 Lesson 25 Exercises: Li Answer the questions by means of numeral. AS Vos ge AST gate ips AS Ve oe af gue yf ct AS or c+ (st and the following a ~ See th Lis oS oly as AUS 55 be GOW gm 5 La oS” Sep all elite ye Hse aS” fm 3 Lye bus Shy pl) Ball) py ee oF ke Todd eb gle oS Leja Gerad Ma Send sae pS dee TS g Je OS tele OS Fh Sa B ph! le O15 be Se pl ed oT Seg Whey 6S $a fot, Lt Gas BEC GL pam Last oS L2 Form equational and verbal sentences using the adjectives which denote colors. wslag yl Capel OD why 2a oll Cf © L3 (Homework) Learn 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 L4 (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. apal Ela US < age ple Whie < glol © rks LBL (alee) OLS abd als ¢ feal GUasl elo Sper ob ole Cathine (Cerna cna (peel med chal eh on Qh ees ASD AE lean sin Lo Clg) Shee! cL Fg OGbs Gls oben! LS The teacher explains the meaning of the following sayings and proverbs containing Elatives and the students try to find out their English eqivalents. wdo5 BL PIS je Agden sh ye ae whiny Che Sl egy tlie ST Og 09 gis cool (stick) sas (any Le oe - (eye of ancedle) 2) Bj ce Geol wad chon gl . (feather) U2, Ji oye Casef pS Olea! | Aad) ode GQ (one-eyed) 45°! .GbU (ignorant) Joly ce x file (dumb) (+! wleab 309 antl ley oe Wh pel lb ak elves Spey brea whee CAI oe wpttlte oy Gab gal < (ALI blue eS G1 Transform the following sentences in such a way that the Elative becomes a part of the comparative predicate. Spl sel 3) ees ese eel (neat Laz, tela) ode tggb Wal ocbe seme Gor gil bbe ade Ns358 Lesson 25 stem & pl he wBagay Olah odds Ryde SygorYI ode lila) Sle Jl eV ga AALS 3 al) ode Oseets GMb Ve Add dell ode La obs SLE pe ght Lbs +63 orp lhe iS” yall onda HSU) obs wee Gaxtd be vigb Oly pth ede Abe Sled) oe G2 Form comparative sentences using the Elative of the given adjectives, the preposition ¢ “than”, and one of the following phrases: LSS — el ATH Oy 2 BY) - Aue ope ll — abi US g opel wel aay gut — Gaal aay — polll pla Gj - Gal we eS oe geet SGA! lds < ee SAN ie Bae ayer gh GAN oe Geel GG Le yf => Fed SAU GYAN ope nel lg! Me sf ~ Fach SN GLA oye net lH Mie cf 7» wets Sy poll Lee ote) UII hieLesson 25 359 — speed ul Ls bith ge asl Me SE LAY) ode alae Stedll ode wade Suue or gl Git! hae USL ode dish Hite Ads oS oy jth BS tag Oly} She tw Helad| ode AB eee S geal) ode ste Set! We G3 Replace the adjective with its Elative with a superlative meaning. Sher Gan yf ea pel < chest y Ilex cupsl © les Gani (ay Ma < tty ja de® wed Gy ell lie ee ey Ma Hayy Bylo) ode sgh al ge ae IAN Ne qt yak lab) Goll gs hagas Sl jl Coc! Cal wile dbl ode eal Shae J ety vdeo GYT oe wg 4D! ode shit Jey a TIE oye ge eS ade ole360 Lesson 25 ALE Lidaas Cy pet Lasts pole 2 AOL US (gp) ae a po I Ul oka ge dad oie 14g 8 Ayal) obe wets CSUs Me ARI oie G4 Replace the adjective with the comparative construction 351 + noun and add the phrase in brackets. ee Ileal ast cat < eo) age cil © (ae ell») (ott gel Me (Bll Se ow) ap eld) OSL my Opes pal (REAR SDL. gM saad ope) Ha pp BLAH! SdK2 sll lee (6S ead) ee Goldy & all he (33,2) tale») Anas ty all tiled) (SS) obs ut AM gad) oat aol lls (Uae pila oy) Jase Sls dla (6AM JL eee 5) Bins USL ode Gay 9W) OY cee 3) Oy Ale Oy Seb OBL! C1 The teacher prepares a conversation with the students about mineral resources in the Arab world and adds more terms to the terms given in Text 1. C2 Prepare a dialogue about a problem which you have to deal with with the help of the police (e.g. accident, theft, residence permit, etc.)Lesson 25 361 Final exercise: 1. Transform the following sentences in such a way that you get a comparative predicate containing an Elative. Bales! obs ape jell Lie tne fngll ole ay 3 4B ode ab 245) ode ve Sled) oda Ab Sly tll obs Cygb art Whe ghee ll Lbs te War) ole fg Me me Corp Wie a5 Up! ole deo) delet! ole wsdl) Slee jl eV ga te Bjger YN ols Ske) OILS! ode shor & yl Whe ise Nie ge Ae ole ac delt! ode Obit Ail Vga Aids SI ode BF AyAll ode 53 Jor J ls JE po ght 2. Replace the adjective with the Elative with a superlative meaning. (et) he dats cael ge WU Line ott cob ct pee aS our cle Wis pad Gy pall ie vise SL SU ode SLA Fie BS v5 ls UL UE pt eee pt hs Ab gb dL ge hag po 5 Call oon wor cl Sty the Lik) oie take Ble Conall Gd cli olsesl gs cb Ay EH ole ae CYT ote da Slee 3. Form sentences with a comparative Elative followed by ©n2 oy / Lag oy. We apd QAI Wa 3S OS gee ded UI Mie dats (5 pel! Lhe SLA! Ae SLdl ols AE Ate ole obs Last ole eill) ob ald) Bin AL tgeS Copel ugh thine tare USA ole etude (sake orl vote) SAN Ne Spine Ci pel ole ide Aelia ole tS deeb Oly t 4, Replace the adjective with a superlative. Al ie Aad yp lS ode co plget pl dad» LAN ole gat cole Whe os Bulan USN ole yg Gad JUS anes Malad! ole gee goles! Water doled 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 modem ports and giant oil tankers, modern 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, zine and sulphur.Lesson 26 a peoallg wrlodt (wy 1. Conditional Sentences (424',251 Jabh 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 condit ional sentence consists of the conditional clause Proper = conditional (protasis b fy and of the result clause (qpodosis yu) as the logical consequence of the condition. In English, conditional sentences are mostly introduced by the conjunction “if”, AL Some sentences have the structure of conditional sentences in form, it is tru, 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 later 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. 1.1.1. The most common Arabic conjunction employed for introducing such a conditional sentence is 1 “if”, 1.1.1.1, The construction is as follows: (a3 stands for the perfect tense, ’\as for the imperfect tense) English Arabic conditional result clause result clause cone nal a) present present bes is b) present present jaa Ae c) present perfect “fas 8 SS hss d) present future 5 bs €) present future bss £) present imperative [a “bsLesson 26 363 Accordingly, the Arabic perfect tense always has a present function in these conditional sentences. @ [if you give methe Arabic ch acial* ah ous Sod book, Twill give you the COS) Gabel pial Hts oe 8 French book. oe ole ei ©) | if this news is true, the delegation left Cairo yesterday. @ [if this news is true, the delegation will leave Cairo tomorrow. ) |~ Tab 5 pal 28 Sh outs Li ia ay f) | If you meet them, inform _ “abe eh 5 3} them immediately. 1.1.1.2. The perfect tense (J45) following '3| may also be replaced by OS + imperfect tense (/Je# OLS). Its actual function as present tense is preserved. This construction particularly occurs with modal auxiliary verbs. If you want to travel tomorrow, discuss (the matter) with the director. 1.1.1.3. OLS following |3], with an actual function as present tense, is also employed in the nominal conditional. If Muhammad is present, I will ask him. BE a Bis ME OF ty 1.1.1.4. G, if employed for the purpose of introducing a result clause, precedes tA, 45 and (~) as well as equational sentences. This is in addition to its preceding (+ and 3’ and the imperative: If the car is there, we will travel immediately, of course. (lit.: it is natural that we ...) If I complete my work by Sunday! 1B uss 5 he Stig will have discharged my duty. $ ote tt ao 134 If you visit it once, you will never forget it. wat364 Lesson 26 1.1.1.5. The result clause may also be a verbal clause preceded by 3! + subject, which is also preceded by C? in that case. —r—r—————C. give you the French book. 1.1.1.6, Negation: The perfect tense following '3}is replaced by »! + jussive. The result clause is negated either by 4 + jussive or by Y Ball s* S74 BOW SY how the people live there. hed pli Spas CSLesson 26 367 1.2.3, Unlike in the real conditional sentence, the perfect tense following the conjunction ) may also express the past tense in the unreal conditional sentence. fF they had used clay bricks, the ray cany all Cli \ buildings would have disappeared eS ey ol NS 1s 13 fast. _ The context must decide which tense the perfect tense represents in each particular case. The same applies to constructions with OWS + imperfect tense. However, in the conditional or in the result clause, the past perfect (a3 33 Ol) may be employed so that the temporal relation is made clear. 1.2.4. The conditional and the result clause are interchangeable, just as is the case in the real conditional sentence. The result clause tums into an independent main clause again, the verb of which then does not necessarily take on the perfect tense. T would give him the French book if et 73h Gh el al he gave (or had given) me the Arabic ae book. “eS Sah Sh 12.5. The unreal conditional sentence may be tumed into a nominal construction by the conjunction Of being placed behind 4, The former is followed by the noun, then by the verb. If Muhammad had visited me, I would have given him the book. If Muhammad visited me tomorrow, Lake te ome thse afi would give him the book. oe a Lesh 1.2.6. The unreal conditional sentence is negated by means of 4 in the conditional, and by ¢ or by 4 emphasized by the particle J (= UJ) in the result clause. If the plane had not been late, it (bey WW) bey sista Led 4) would (not) have arrived in Cairo at 6 o'clock. ener Qh ote 1 ous asf of If Muhammad had not come to me yesterday, I would not have been able to give him the book.368 Lesson 26 1.2.7. 45 followed by Y (= Y's) without a verb means “if it were not or had not been for...” If ithad not been for Mubammad / him, I would not have completed the work; if it were not for Muhammad / him, I would not complete the work. 1.3. The concessive clause The two conjunctions | and 4,J. -being preceded by 3 (= b!' ys) - are also used for forming concessive clauses, and are equivalent to the English conjunctions “even if, even though, although”. “Ss may be preceded by > ———r—e The above-mentioned rules applying to the construction of the clause introduced by OJ or 's) respectively, apply here as well. The main clause precedes the subordinate clause. T will not accomplish the work, #L 13 Ge 1, fal jel yoy. even if I work 16 hours every day. te I will not accomplish the work, \1 Glee ‘ly (2+) al Ps OY even if I work 16 hours every day. _ te IS eu I will complete the work, even if nobody helps me. 1 will complete the work, even if nobody helps me. tof suet) by aah al sof ued Ye eh gl 1) may also emphasize a negated statement. English equivalent: “not (even) a single”: He has not given me (any money),and 7,1 Gs "J. coah had it only been one dinar=he has not ‘M212 Ue? 3 (258) | given me a single dinar. I will not ask him for a single book. GAS When 'y) is not directly followed by a verb, however, J ‘thus:>: to make sth. out of sth. if ‘3, rabbit Bile Ai : spot ' lion aye catll e Ll faithful, loyal, devoted tad cul if/ even though, although oy / 3 ducks (coll,) ba: owls (coll) ¢ fox to occur funeral procession army even if free freedom, liberty to respect so., sth. -* <0 (¢ 53) ¢ j>| VII tokeep sth Aw (. 4 3 wisdom, saying, aphorism SS ¢ ee laudable, commendable ae donkey ah ok stupid, silly, dumb He ) GSl dialogue Sele it is (high) time to () Spl Oe vivid, alive, living shot g | < contradiction, violation SL wet horse (coll) Ss zt ie tireless, enduring wi ‘worm, maggot (coll) Wyo & 3 to be about J cam 6. se) alo toremind so, 9 (8 ye CSR) Sul Lesson 26 369 ofsso., sth. herdsman, shepherd, guardian le, a b brave Olen ot t gb provided of da s/be el bi (that) (islam,) law, Shari’a BL? o , To law of the jungle Wl by patient, enduring Fe Cae majesty UE) Cole to behave (hax) Sav to hunt sth. = Chan) nai hunting see hunter 9E shee cook one coe to apply » GB) ob U0 absolute gles bird (colt) 26 & cb expression ‘or, to consistof gy 3 LE lover GES Oye sparrow; small bird bone mentality a in case, provided that of be stubbom, pigheaded, stolid ub ce good swimmer ae gazelle oye ¢ SE tobeorto le | os (ay Cat become angry or furious at booty; loot; prey eo! forest, jungle coll.) er mouse (coll,) 3 ou370 Lesson 26 (dy es ” to be spoiled, to go off to explain, to comment on elephant J. monkey ao gaosh co 8 to share sth. a (sy pl vu division, sharing (out) pols (tom)cat bhi - i caravan; convoy rarely, hardly, seldom : saying dite J to resist, to withstand sth. =@2) ¢J8 0T ah Sys to be numerous to shake os. (2s) ant - dead, lifeless oe wile oh mosquito, midge (coll) mls © nytt to bark He bee (coll) 2 disputing, refusal ou ee. jks text ers g, “ half of it equivalent ge e des ayev Uses c tes (interj,) Let us go to .. to tum to so. instrument, means if/ifnot Y i a oe S13 characteristic ole ue even if YP), ea ei . ‘yu lem impudence, impertinence oy tobelike sth, tobe 2 ('sle! ° : eon equivalent to sth. ; totrust inGod I de (JS 92) IS SV proverb Jule jee Text 1 Fy pl BU! gO d! ab Ay all ly gall OLW YN ale § Gb Typ Gab J Ly _ lab g kk LAD ly Olt dm gt ll SSH, JEL, JL at LN My Jal dey Op ope pall de dy Bid ee oc ht - USS of (scope eerie hee ELIS se — AIS bet — AIS G y$o — LHS jyne — SLA Spe OLN pA oe Lake elt 53 US gh gl JUS Uae os oh Ley ASSY) UL UE sUas ole of et lw GS al Ge oy ape) de Be on we ll Ys phar se dae wJlge eal oye oi) Neely JV 1S ejLesson 26 371 Je A ei foe 3 gl wed Dye ey nal ily ul uf By tobe oy po ey day wb Cally Bn Bj le Gab) ee tel op et eo OS ced HD eS VIS By JE LS Y ly ph LL eet) fai dew gots NOS ye ae bp Dy y GEY 132 go dyhy Olay Cal thal YS SL pot dey GO yb ays Jl ae Text 2 A a ygie GLI ae bye Sy gab) bet Sy dena) Sf acti L Clea Gey es WMI of Jie cAIges ay Yall pe hy bet oy le (yas Lae LY Cas ral b OF gh GUM dant oil gs LB tas WT Sa 2] IL Co Le let eee Lfy ge epit ct opal Gil Sy Lats yo o gta seal dant IS Unit Leto AUT ye EUS Dal f ae yf ke jl ai pla) de fants uf Uf BOT aw Lal) le VI aL OH lie Ga oj GT Lee Saal gl gf I) Cole bay All dS ole Goad ISL GSI bel Lag yA Glee BU SUL, Case agi eed LH ga QL acl 2M) ke cB gle LF ys tos 5] ees LS cell igs Stab Ag) Cuts” O) sa Leal Se Le372 Lesson 26 Shp lates Lady AI 5g et ee LY al Si pl cle Gy ASF peli a5 Oe Late Shey Gayl oe Spleens) GS cL Sy pl rd cb} Get Se Ubi isl Gales og hey WL a Saf of AD Caley Speed be Heil peel Je tly Ney ut phd LS coe tel stew of uly HIS el sé Shpall Gout oly 5,9) ds C91 Gof obs GL Exercises: Li Answer the question ... J] ger one | CAs fe with thee Cah cow ... using different conditions, e.g.: if Ihave the time Cay gare OS 13) if I finish the work el caaif ay. if I feel well oF OS NL if the weather is fine Shee pda! O15]. L2 (Homework) Translate into Arabic. I didn’t visit him; not even a single time. I wasn’t there; not even a single time. I wasn’t there; not even a single hour. I 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. Ididn’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. 3 Try to find out the English equivalents of the following proverbs and sayings. -ee4 (to feed so.) 408) (thief) jb» tLe) 13} Add CAL en al) CLAY Le capt 3 spol ed O pL dall Xs ‘3h seablytl Cole (angels) SUI o -2> 13]Lesson 26 373 (blame) ¢ yl 3 ¢ 5) Ss 13) ash yall c& (healing) clasdl S55 13) wos NSE cog pie WT Oly che Ope Ny co aS Okyll CHT Of Baty S55 (rope) be call J PN CL clad Cale J All on etl calle get ebb Le (perhaps) gt aly 3 J LEY; ell eis LU Bote! YJ) (potter) Nb ple L LSS YJ + Gjbd! Gp» Ls (here: receiver of stolen goods) , J (grave, tomb) pil oy vl es ss) Js oS 9,1 ald ELT cab 5S G1 Form real conditional sentences as follows: cLasf GUS Uf ds GUS caf Ge 13} If you do this, I will also do it. Lat BUS 8 Lap! Ud pail aa pl 13] Ifyou buy this, we will also buy this. Use in addition to | and cs +! the following verbs cette ph JST eo gle col AN th ce cole cad Gale and add an object or a prepositional phrase. G2 Same as G1 but this time begin the result clause with O{3 + personal pronoun + imperfect tense. Leaf als Jal gp GUS Cle 13) Lash US og peal cole AUS Capel IB]374 Lesson 26 G3 Transform the following sentences into unreal conditional sentences introduced by 4s. Ld) cee 3 Ca pel Shes ) ess U3 bail of ohne os” AS ae Cole wy J cme AUS Syl CM AUS A eet 445 a Cbs The following conditions should be used: If [had the time; if I/he were there, if I had the money; if I had finished the work; if he were diligent. 2 sae CIT J WS Caps! © AUS Ca pbl og sae ls Jif © US Cu ptY ot sae GIT Jef © G4 Negate the conditional and the result clause. < Abi eget edy gue Os Ia) WA sol Yeas ee oS dB SS spl oy sae GIS 13] Sls J) ast sof gail 13) wha dl yt See (nibell IS" 15) eh A CLI J Sag Lagat GS" Io) slat eg lobe OLY bo 72 13] wad) Cae OLS bis of 5 13] BW garg Of goles th) SLT coale 13)Lesson 26 375 alll tS) th bef gal As epee ‘34 ALS) egerle Jeadl cogil 15] clad 25h gout a pel jes Gg cof eS pst 15) aN le pgalbl of Sk cred! CLE 13) G5 Combine the following clauses in such a way that the second clause changes into a clause of concession introduced by +) (>). Use y LUS Jaa es fats Udy AUS Lbs Jy (>) LUS fai © ) deal gel Bele V1 fact dest el WU fast 3 Sue Saf dee fai gbrel bat Y aad) j2-L (goo y AU il 23 ail ste Gel deal! ol Yo, Soe lll jad da ts Op ey pet OS) Bai ode Jo Ont shi OQ) Gslael ¢ sla ene Ste SL Jpg OS) ws Jslé C1 Read the following anecdote and retell it. peal ate yo or Jl de of by Soy till J} ib o yy pS Le a) :dul Jl ge emg tal AS; UW Ib as (this BS cael ly Ley ee Seal ie te eS Sib Ai ected Ed UE ee Slat Jl wdale geet} cua! Sse (Leaf alot iy ib Se gta Shad ad te SI te C2 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. Ah heey of se / LM Sheed of ee / Grad Ij of ae / ald ole of ae pe OF JS / abl has of $5 / DLS OS of J / bul cy of fs / Ses | Ea el | sity of 5 | ayidh de pad of 5 / vlad gla of 3 / ty [ Ned oe y cae | qa fas of de | US) cual of dee | shh gal of de yl ale > 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 9 gall g gle! elt 1. Exeeptives (gitially Exceptive sentences in Arabic are sentences in which a mostly negative statement relating to the subject, object or predicate is restricted. 1.1.9 The most common Arabic exceptive particle is YJ (< ‘Y OJ). The English translation is “except for/that, but” or “only”. 1.1.1. In the negative exceptive the noun excepted by Yl takes on the same case as the restricted noun: No Arab friends attended the event , (2h toi iuue§l Jabs cs except the Egyptian students; of the ~ dy bial 2624 pari od ‘Arab. friends only the Egyptian students og fash Cok came (lit.: did not come ... but...) ae u z * The nominative follows YJ, because the restricted noun (¢U.24)), also, as a subject of 24 , takes on the nominative. 1 do not fear anything but hot (wah! (4) Wed eft, Guly weather; I only fear hot weather. a . oo Jods The word .—#&!, 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 attended the ase it . Wy) N take event (lit: didnot attend the event but..).__"C272e) UNM lS ams The nominative follows Y\; the government of 2* affects the logical complement I} Iwill only buy the two Arabic books.378 Lesson 27 The accusative follows YJ; the government of .s ;+! affects the logical complement yt), Lam only afraid of the hot weather. J) allt Yy Geet y The government of +L by means of ;y+ is preserved and affects the logical complement _ ia), ‘| , in conjunction with the negation ls and the following pronoun (.4/'35, also occurs in a nominal construction with a phraseological value. These words are only nothing BA) 35 8) Cp G GULL ais an expression of his fear. 1.1.3. A pronoun, a prepositional phrase or a whole clause may also follow |, instead of a noun. 1.1.3.1. Pronoun. Only he knows that. pV GbELY 1.1.3.2. Prepositional phrase We are only superior to them because of our knowledge. There are contacts with them only Seatac Cay within narrowest limits. peel Gael OY mane Ls WY ‘J + temporal prepositional phrase is equivalent to the English “only, not until”: He returned only after 2 days. wie Y He returned only after two hours. 1.1.3.3. Clauses a) Objective clause Tonly want to say .. Opt ofYyafy b) Conditional clause You will only complete the work if ¢3! GS CLF '5] Vy Leal es you work more than 12 hours every . oat day. EL VY oe BSTLesson 27 379 ¢) Temporal clause He did not inform themabouthis - tosfax Sane vb ae illness until he had (already) “~% AR Sai ole alk 3 overcome it. ‘We were not informed of this visit 4 !-%-)-- Lr =e capital city. A restrictive construction with YJ 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. fora eg rane (lit.: All came except Muhammad:) ‘Mame Yh wae se 12, bi and ont 4245 and 2,5 “only, merely, solely” are also used instead of Y) ... (Y). 24, unlike YJ, does not except anything from a general statement; but, asan emphasizing particle, it particularly stresses the statement of a comparatively small quantity, number, period or distance: bw olf ite “only 10 days”, Leib ju gS ite “only 100 km”, oii Lass Og sey af “only 21 persons” etc. 25+ 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 f+ geet, go aes papers. / One letter was enough to get the “Poy 2 33h oe bes papers. In many dialects, “bass” is used instead of La, 1.3, Other exceptive particles Other exceptive particles not as common as y are: in the negative exceptive, Sy and 525. They are generally followed by the genitive Only the Syrian friends stayed. wade rea er 5 # Only Muhammad helped me.380 Lesson 27 and \Ae (IAF U or \AE U3 for the positive exception. They are followed by either the genitive or the accusative. All but the Lebanese delegation us ©, left the city. “ He Rel AAI 35 14. Yor $44 followed by of 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 4 ¢ 13 45° v iy tu - cary asad) ec a rill ga i) responsible; however, the resolution *\“ x af y on — oh “i of the French —_ government concerning the embargo on the delivery of Mirage planes still stands. But the speaker refused to mention any details. Gar OF LY and Of Lé, which introduce clauses as well, are comparable to Of S| and Of x2. ‘They are translated by “however, but” et., just as those are. 2. Diminutives (423!) The first consonant of the noun is vocalized by Damma, and the second one by Fatha and the following (s° (+24) sl), for expressing diminution. The following patterns a.o. result from this: 2.4. Triliteral nouns: “(@) Jos slave a pea o bag ast moment, instant aadLesson 27 381 2.2. Quadriliteral nouns: “(3) Ja scorpion writ < we little river, creek ie < vie dirhem re < pe 2.3, Nouns of the structure ‘LeU: “(@) jae’ companion nie < wl student ib < al 2.4, Nouns of the structures Jus , U5 and {hs : (as + book S< es old man/woman pe jae noble, noble-minded oS < os beautiful, handsome an < je 2.5. Nouns with a long vowel in front of the last radical: “jaa box Gye ke 2 * . : cide | 2.6. Nouns of the structures “(3) [ais and “() Jelir: “(3) Jette library ag < aS lecture abt < bole G2 the diminatves ot sce! etand ole cl EF et ana 2 Vv historian Oy ¢ C5| incense op origin sel g Shel] to stand out > Oo) be originally (adv.) Se] to compete & (6) GS VI except; but YL] complete, total, absotute ay author oy ¢ MH | quarrel deer god, deity ag ¢ oY] cl | Jahittya aba382 Lesson 27 the Hijaz jl! incense bowls apd Fle fortress Oped ¢ oe dream pete oe ruins Lael g ole to mix with & (bs) ble! vi to decay, to decline Cae) ohait decay, decline are townhall, city hall BALI jlo mentioned an chief of protocol oN ty wide a procession, column. deep refusal 4, (fig.: Good luck and many Cally el JL children! ° wedding, marriage 3B; to sound the horn Oe fou time, period Ou tw to (begin) to flourish (89°) 895) VIII flourishing poe wedding, marriage els happy Slate © shee to get sth. (pe) eel vu cuneiform (ele SUKaig market (near Mecca) ISEB yw rite Bled @ bgt poet take ele witness oye @ dale honeymoon el ge beauty parlor epell Ogle to become sth. S (ai) se putting in order, arranging dis character Jae straight forward, nonstop (collog,) J sb Je wedding, marriage vP bride se (bride)groom we (deeply) rooted, ancient eye invited (collog.) ce greatness ilies ol Bl sae confession, denomination Ulis ¢ S4de isblis marriage contract confessional, denominational tobe connected with & ( lessons, doctrines torrestore, to give sth. 3} -* (uz) olefiv back normally | 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 oe (inky Ges to reveal sth.cake ebe church TALS eS that’s why, therefore Ui / fame, glory we dimensions, extent Gus exercise fk & oF machine {gl SL ¢ BS bridal money we oe ~to be paid before Pee ~to be paid after See to define sth. oe bay fai Text 1 plat, absl_} LE Spey cag D155 L_ al sculpture; inscription to grow, to develop to leave, to emigrate emigrant existence he/she alone; heritage subject-matter, issue to come (to) client (legal) guardian Lesson 27 383 oe g, os Gl > Ce) a oe ale ae Wi, / by wy wr ie or valet dia ol Layicdiyelltoyry pS. ob Spe Tint se. iliragey des s_ eteeblopllarh 3 po ol) dy plight troger LygdjleMagdiondioh® SI Set Yy lead yh Beas StS Sp. tS 8 GI Bias i8 Uinany by ay Joe Si ed hss bp he th gle song «elds Ay bdta ANRMUL Zit Lal allleddes de lan Vilage et Hardiga es Aesdliy pls Lablobl A. _loll__iyilly toga Ly tg loadin Leyigdlallllotel_ itl golly384 Lesson 27 aglywar y Sullsverposl duel jalleyol sey asl sglullse U eS fo all poll slash oe padl ts Laban hg perth Sadi 3, peyills ne SLU seal palelal_ debi deol erly yprldlegs pM e gL del ary iy poptayslaglablolatsl. gotta 9h tebe lavtydl LES I USB eihy ty whybio gyda Pew Gb _ 3 sible Sete 3B,ESIs_ Lait yp AKL WagtKe__ pet yAitS pwc Kay Sladen hla 31S Stel 6 el YS LE bale ct HEU opel atas gle, oe BE oe eet! Text 2 cla3! oe ad aN jam Suey A Li! WSL fad sp OLS y holy Gee GL gt LS be tell J cle cal) Lae sb de 05,432 Ositlodl Shel ee al dB LS ee sf elas GTB; Ma oT te clad! JB eeLesson 27 Son ee dh Ogle & AST of opel ON oy A US by ll ce JI : woe MI all dled Lecaly CLL Jal Gal) yo Q sf ol Ll Shey chy ea GSy de WAS Cay ally cpale pat y 3 rad de cl y gl) JS Ol ll ade pe: well Fol al aie ue JUb Ly be ein Sg pt thoy) LS y lady dye sf tx yl Soi ade Be dy Hy BS Le IS Ape gay US anne Bi US gle yy SUM gli gle Herly chs tly seg end ply pny ae Le yes tery Spm ab dea ext clag Aabell aL al) 598 Ja: Bp pe Glyph pled Jor ld jpty Leb Ol WY ly U5 Ve fl whale pe Ah Selualy Sle S) oy Loe aid Gb js fo wel gil ogy AES Y gl ODL aw ell ELT ge GA VST CY: Se sel oe clas ALL pyar co UU Hel) AS's 2 gl PAS Boley OLISY) a> Yad PLB eg a Sif bday: wtne Clas sf oviely cli dl Jit Of Se: wget Sf dey Sadll be glell ole le Sat uf Bayt Stbely} dim pools oo wba 4b Suey YW cot Y plef i y Gu W Ge due fo oat Ge etee Sy SLE Ge Gar ad VS 385386 Lesson 27 Exercises: Li (Repetition: Y} to specify the time) Add a time to the following sentences ps using the particle Y). = < igh sil a eo! eal SAW eld gab Lidl eb eel © + Ad! 3S) yale ve Mile oe all gla dla ge IF She bls 2 BLL faa! wee ad) gail = sles! ches - led) ey dele oo. Cod ge cal 2 ge EL ae + Osa 3 ple ae) gab ofall Ogle Oey all canbe L2 Translate into English. — = ——srseseEeE OT ey Mee pe JS Std scent of cgheal Y lusty V oul Nall ceil 1G wall go foal! agile coil ——rerS—sSSN L3 Transform the nouns in Text 2 - if possible and useful - into the diminutive. Try to form diminutives of the names of your friends and fellow students. 4 (Repetition) Answer the questions using g 451 or cy (5! and a following numeral. HAS Vee ye ST ae gi << eT OS das fe © WAS Ve oy Sal gue yf © Sed bls le OS eel 6S Geel Wa 3 Sad pet gS ieLesson 27 387 SUG Jee OS tel 9S ei ie Obl de Of fe Sea pbl bees oF Go Whey 0S ths Soi, Lis Gas StS fa PALL) pam lant 9S $e geal IS thal Layo 9 iS cl ad) 3 55 fo SOW pe 5 Mah Soll BLY oy Hae AS GOW > AB bye US Gay pall GU pd dee WS ee 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 ST + noun and add the phrase in brackets. waht Stel < (ete ct (45 4S) ailedll 5») Rar iy a) dbl! (eX) ole uf (SM GLU 5) yet stl US (Uae pilall oy) Jase Se pill) (SAM JUN ee oy) Sdee USL) oka (ey sil Oa) & ALI 5) Oy AL OyskW OBL) (oA! ele on) oot ete Me (BA & get) Bai po coal bt OSL &) Ostet gal388 Lesson 27 (EAB DL. gM lead oy) Bai yp Baad! 2 ghh plead (6AM ea) ee gales! & ail Me G1 Transform into exceptive sentences. et Web < ticle © he Welt < te A @ soe z po) Le YT < seg) Bae LG © SB 6B ys Glee wae dell oly tll oe Caf Bgl op Lely bles bLe Oat cell pal Last pln eal elds OUI (af Opel eS05) on LO det] Ua 8 y Oyj sd lett 2p g Spal phe BAL) del en G2 Transform the conditional sentences in such a way that they take on the character of exceptive sentences. wey ge OWS I} YY EL eer Y < Ad) earl ody pane Ol Ib] AS os pel oy sae CII 13} Slee S) est sof gail, 13) aly 28 Shae pla ols 13) vel @ LI A Sai gs lage CoS" 13 Hadley jlele oll Jo go 13) ead) C55 LS Ibe 15 13} AY or pe OF eae By! SLI) Cale 1] age ill OES Earl og all LSU cgsleel 15]Lesson 27 389 hy spl boll gif 13] slag Fgh a3 Uf Spat ehh g col OS pat 13} pal le pgalbl of Se cbs! CLE 13} G3 Combine the follwing clauses in such a way that the second clause becomes a temporal clause introduced by Le. By means of negating the main clause preceded by \), this temporal clause should take on the character of an exceptive clause < Se dal OS lll) cuales] © — De Gated OS Lave 3 sUel) calbi} “© Se pill lS Lue Ya sll gs de call Uke Lae eb yor ot agi! ale see op UIE oly > gil cakeal Ske Jp oil ; Uptele — g ew ALS > Libel Ul Last AUS cl fess 1s Jail 3 Gal tol ee Cad eee boul ite | boy etal Nye pe UL BLN SOS pte elie aa of ee Bell JS LUE + Nyale pe yer 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 dels / sae), Waal lide VGN IS ce “condition, state”. Therefore some textbooks and grammar books also speak of the accusative in Hal or ofthe Hal-clause (see also Gr 2.) 1.2. The function The Hal-accusative has the function of a predicative, attributive adjunct with a double semantic reference, namely: a) to the subject (sometimes also to the object) of the sentence: It characterizes a certain state or mode of behaviour of the subject during the execution of the verbal action expressed by the finite verb. The formal reference to the subject is marked by agreement in gender and number. My friend came in laughing. My friends came in laughing. My friend came in laughing. My friends came in laughing. Muhammad stood up saying ... Muhammad stood up and said ... Do not eat the fruit (when it is still) unripe! In the last sentence the Hal-accusative refers to the object. b) to the verb of the sentence: It elucidates and completes the content of the verb.394 Lesson 28 The formal reference to the subject of the sentence is given here, too, by agreement in gender and number. Muhammad came walking came walking, on foot. He did the job sitting, hhe delegation arrived in Berlin, comi Eanes ue e = fies antivedin Berlin, coming Gali oy SL 8 Joy The delegations have left Berlin, turning to Baghdad, =... have left Berlin in the direction of Baghdad. sy 355) ee Even from the few examples it becomes clear that the Hal-accusative can be rendered in different ways when being translated into English. There is the possibility of rendering it by means of a prepositional phrase, using the participle, or by a clause linked to the main clause by means of “and”. GA2 The Arab grammarians have a comprehensive classification system of the Hail-accusative, which includes many nouns used in the indefinite accusative as well. 2. The Hal-Clause (SUL af A whole clause, the so-called Hal-clause, may replace the Hal-accusative. 2.1. Ifit begins with a verb in the imperfect tense, it is added directly to the main clause. My friend came in laughing. Muhammad came walking, on foot. whl Med Ge 2.2. An equational sentence or a verbal sentence with a subject or a pronoun in anteposition is linked to the main clause by means of 4. Muhammad came in with a book in his hand. My friend came in laughing, ... came in and laughed (while doing so). He said, looking at me/He said and while doing so he looked at me, ... and looked at me (while doing so). Tsaid and while doing so I tried to smile, ..., ... and tried to smile while doing so. He received me, saying ..., .. and said, .. with the remark that/by saying that.Lesson 28 395 The Hal-clause most frequently occurs in a construction which contains a personal pronoun in anteposition. ‘The negated Hal-clause is expressed by means of “without ...-ing” in English: He listened to us without saying a word. HS Ua, 2.3. If the Hal-clause begins with a verb in the perfect tense, it is also linked to the main clause by means of 5. The particle 55 follows 4. Muhammad entered the room when the OS 35, Bia aes os friends were (already) assembled. aoe Roeveceaitewey |} 2.4. The temporal relation between the main clause and the Hal-clause The tense expressed by the verb of the main clause (past, present) also applies to the Hal-clause. The perfect tense in the main clause shows that an action happened in the past; accordingly, the Hal-clause is also regarded as preterite tense. Muhammad entered the room and laughed Aye te ke Wee (while doing so). at ase eas ‘Accordingly, the imperfect tense of the Hal-clause has to be translated by a verb form of the past in this example, although the imperfect tense otherwise functions as present tense. If, however, the imperfect tense is used in the main clause, the Hal-clause is also present and has to be translated accordingly: ‘Muhammad enters the room and laughs Thales (while doing so). . 228A ‘As the examples show, there is simultaneousness between the Hal-clause and the main clause. The temporal relation of the Hal-construction becomes particularly evident when the Hai-clause has a subject which is different from the one the main clause has. j i 8 Ee abe Muhammad came in, Gust) when/whileTwas ii, arf uf, ae writing a letter. a The Hal-clause only expresses an anteriority as compared with the main clause or the result of an action carried out before the happening expressed by the main clause when it has been formed by means of ‘8 + perfect tense (cf. the example in 2.3.). ‘As is the case with respect to the Hal-accusative, there are also various possibilities of translating the Hal-clause. Besides the participle and a clause linked to the main clause by means of “and”, various conjunctions (when, while, and while doing so) come into consideration as an introduction of subordinate clauses.396 Lesson 28 3. Survey of Use of the Accusative 3.1, Accusative object 3.1L. Direct object (4 J Axih He has read the book. Form of the object: definite or indefinite noun or pronoun. Two objects with doubly transitive verbs: He has given me the book. OS thst Ifa personal pronoun replaces the second object, itis introduced by the particle UI He has given it (the book) to me. 3 a3 This “accusative form” of the personal pronoun may also occur in the shortened relative clause togeter wih the ative partcpe of tansive verbs the man who sells oF has sold his car —_— 3.1.2. Cognate Accusative (glial! J ait He read the letter slowly (Jit.: .. a slow reading). Form of the object: indefinite infinitive + attributive adjunct. The infinitive nearly always has the same root as the verb of the sentence does. 3.2. Accusative as an adverbial qualification 3.2.1. Adverbial qualification of time (O14! (time, duration, date) some day AO go Ly a Uy Ly ci every day today e on Sunday eM ee tae tomorrowLesson 28 397 in the moming in the evening for days (and days)/ for days on end (for) two years always in the year 1990 3.2.2. Adverbial qualification of place (ii 3b in the East oe in the West Us (at, on) the right ee (at, on) the left hes 3.2.3. Adverbial qualification of purpose (WJ sailly (Question: for what purpose?, what for?) in the wish for the strengthening of the relations I presented a gift to him in order to show my respect, ... as an expression of my respect 3.2.4. Frequently a prepositional phrase replaces the accusative as an adverbial qualification. els 3.3. Hal-accusative (Sh) See the examples in this Lesson.398 Lesson 28 3.4. Accusative of specification ( (Question: in what?) ava Nobody surpasses him in diligence. The main area in which the Tamyiz is applied is the comparison of adjectives which do not have an Elative: more diligent (stgset 7 3.5. Predicate complement in the accusative The student was diligent. slagoer CSUaS! OL The predicate complement in the accusative follows some other verbs as well, which are called “sisters of kana” (OS S\'y+l), a.0.: not to be to become to become to become; to remain, to continue to do ‘b sth./doing sth./to go on doing sth. to remain; to continue to do sth. = Tot) to cease (odo sth), silltodo a Acy) wey oe Ve sth,/still to be doing sth. IHL OEY/ OEY OW / UF See L13, p. 164, a3. @A4 A whole clause containing the imperfect tense may also replace the nominal predicate with some of these verbs in the sense of “to begin (to do/doing sth.)” or “to last, to keep doing something” i 5 (Jb “he continued to drink/drinking, he kept on drinking”, Some other verbs of beginning (13 EF csk+f 2.0.) as well as the verbs of perception related to an object: {4 “he began to drink/drinking”, (2 43, “I saw him drinking”, have the same constructicn, which is analogous to the £al-clause which contains the imperfect tense. 3.6. Subject in the accusative The delegation arrived yesterday. I know that the delegation arrived yesterday. wll Jey Gh 8Lesson 28 399 The subject in the accusative also follows the compounds with 4 and Sf 6S Yao). GAS Arabic also offers the following possibilit The suffix ® in the ai cramp is referred to as OLtJ) ya. in Arabic here - as is also the case with similar constructions using 0] <0 «SY c{}al (“perhaps”), The suffix ¢ is invariable in these cases, regardless of gender and number of the following noun. The subject 2.1L! does not take on the accusative any more then, but takes on the nominative, 3.7, Exclamations in the accusative Thank you. {zs You're welcome. I beg your pardor/excuse me! Good morning! There is a specific construction for the exclamation of admiration (rely: u + masculine lative in the accusative + noun in the accusative. How beautiful this city is! Via oie oof How difficult the tasks are! Lote Lado 4146 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? ft Fy) Geel G The noun takes on the nominative without an article and without any nunation after the vocative particle U (4454 U “oh Muhammad”, if “oh father”); however, it takes on the accusative, if a genitive or a personal pronoun follows it, i.e. ifthe noun takes on the construct state: UUf “oh our father”. 3.8. Accusative with numerals and with » 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? 24 (male) students and 14 (female) students 3.9, General negation Form: Y + noun taking on the accusative without having an article and without having any nunation: without doubt, doubtless, undoubtedly (43) OEY There is nothing new under the sun. wnt) GSS age 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 HESS tan Muhammad. shee YY} gl cle (Cf. 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 in accordance with, according to J Wy ay on the basis of, by virtue of, on the strength of, according to Sey Vv tobring,togivesth. 5 (38) STIV| to urinate Oxy Jb to study under, to learn from so. gy Je! | here: rhetoric ot togivesth.asolid — -» (21) hel 1] those who follow them peo gts) foundation +e | toexcept sth. G4 6 8 (fst) sel X principle iso & | so. from “ : ’ ¢ tes, on principle fas Ce | to endow so, with (de o Ober ht) er to explain sth. to so. (le (ey enw | jussive cal yes, certainly, sure & to make so. do sth. ¢ Ob bet ee daughter (dimin) 22 | to make efforts, (ale) 2 II to try hard here: chapter lyf aeon the road to dew 3 Jihad sles to bum sth. = Ay Ai Iv sense; perception oA We Role according to to be able to do sth. in a good manner + Ged) ably entitled (Blat. of 5) 4 Je allowed, legitimate jewelry we! & to bear, to stand sth, + (Jann) [04 v pregnant dhe & Md Jol to be embarrassed here: pronunciation to add an i; genitive to create sth. evidence aa Ns cub mercy ub, May God have mercy upon le aii! in ) him. to add an u; nominative; indicative ij hot ground clas, purification asp om rein; here: means to decide %4j! ¢ els} preceding the merit of being the first = Gl shoot, seed ob es a Inthe name of God, the gj) db) pany merciful, the compassionate, 45 @ I from whom we ask for help. . invective violence, fierceness honor Lesson 28 401 nedll By sunrise the early period of Islam Oey! pte to pray (he!) gle mt to fast Ga) the to have sexual intercourse falas class, group, strata ol q, ab to give so. sth. to eat 8 © (pasty obi iv clay sb J Ca), ae Cael to become obvious to so. admiring; here: gram. term for exclamations (lat, of Sate) Just (Blat. of vie) ish AY Ae Ty \ ef deg te just, balanced ‘sweet, convenient the I*rab Arab of the desert reason; (gram.) defectivity (letter or word) meaning members of the family the Feast of Immolation Whitsun Easter the Feast of Breaking the Ramadan Fast the Feast of the Birth of the Prophet Christmas ‘sunset. dominating to make clear versatility scattered402 Lesson 28 here: criterion of differentiation to remain to prefer, de on (fait) aa to favour sth., so. over dei apr merit Nomen agentis; active (gram.) Nomen patientis, passive (gram.) question lye holy, sacred os here: to be at the top of has extract from o het to sit (down) on ee _ ad analogy; rule,norm desl OL & lS Text 1 heat of the summer 3 scorching au mean, miserly, stingy (Elat. of po) ¢ ni curse obs) ye to display sth. a a4 he dirty, contemptuous one descendant dual es to add an a; accusative Sal to pronounce sth. 2) Gls to make so. say sth, toforcee «le 8 (Ly) og; Vv so, to do sth. to facilitate sth. for so. J = (. peat) py TL op clad pally pelle SVN Bell gah let y we ean ptm Symmes ade dlin,. = GoD gL hy er ghd ol eid pei fee gh pol lela, AM pL en AF glug ley Jase pple cg ltl sl ge abad, ic geol gin nt on ow age Uasl, Ge Moisi y alslilypes may ly gies ge wale pp ASN hady ag GLal Ube ol ol Josey EL psig bla eringLesson 28 403 Pree rtacmgele gy pais Silly ne yh ayeY plas Joly Jiskes leet pt atlyes sl ple ly as Vaid el Lyi atlains AD Ay Gall LE 9p Vj leey Sally comets Jal, oll ee ail mye oly JE ad a po yy basta rossi Lies Baye ca FVM eas Sl ye Gs rill yey dsl yeas cg atlagell ds Vala alla yi Sulla b A at iG 2 arordacrlgl etl eaylalecensigilighey- pe le Gaba gb Liyay bel Lay {AIL ell Sita y UJ Sadler Gla i Gls Ube, ind ull Vic AWM y bsp Spall JeW bp comthgl Jad | AB bes LYS Ai lal ale Wb canal dobrcleg sal: Jb S geal cake phn J LA peeslaeay ane Isls epi pi sles gue ‘Wyle dy :aeeM pi yl Sasa tae Jas JB \ AEN palplesbr 2 padob Shslads, ject: ae V iS eM be: gs WIE EN ie eS Tiel Needy! hay404 Lesson 28 Text 2 PY! oF weoeet SPAY ye Ue aw gabe Nop lee Sl teas Spe cal fo oh at Sade ol we ty ee ett ke sf att ae ps gay seul wg Sw all 2 Gill de gf we gf SY fee has Jo pad Bley pH Bley ceall Ble Ghole AE Cae et cpa eleall Bley All DLey Sober, re B prad LO cp pall Heals AS eS ppatly leet SL et Cyt oo Olea et Beret ops ward Sy Ley ad UL Seabed IS le Corly p pall fo Og Bled pd clay E petlly gob ee ated ope Ad Seo 7 AT US phnall Kale GS Leal cpl Ll WB: ppl als 3 i Ju, pe ole PL Sie LS cr Lal Jy 2SI5 op Geld Se cals Oley pall oe CLA gow pall Gal (ll ep Hd BLS heey Leng At nett By om Many Leal sll eles ory Badicne FSB ty GS, oe lg) GMI AT; Lobe y BT gh ATUL, LEY! Gall dc SG ade of Sle ASF led de af 2 Sy S dell 3 Say oles) We iGelel Yais Gy Ste 2S BSB ode Gale BV) dee G aaldy G> le cf 8S J} LU ead fo at tdly Si lA bl ce eA od oe Ge Le ae ge Fut ole Lai Lyf g Uae BUA UL, ya Go AN Sted EAS oe ie raat ie raat Lhe 15 saat je raat Oh raat Oj raat LO raat Oj raat OhLesson 28 405 pols adel ee Gam ELS fae Lal ol co alg lat raat Bl a lt ot A pal bel ye SU olgtl Ley LEY! he dal Se NN Le fe ll SLE ye SI) Uae age et Sper 1p pel Le) 2 Lb Satall Ley eal BAY ail tee y ee ee tS ete Jet Ice al che il ye pole Sty 0 hist Gli Jyo dy Olan pg lg peey tele ah vetted le WW IS roj yp EAN pe opt SD OTA gael, oll le SEY ual Exercises: Li tasert the proper preposition(s). ve er oe Np tee gael 1 Uy pedl ddl oy es LUE. et) fod) Sey Les pall oo. opel ome ces phil g gp tll aso. Cee gl SU! Gas as. dias pg Fl el LT pity dent 2. Le] Bye ead Of BL hey ped ne FSU pall UU OU ge ve et Oe eed Lj... peal yj ead aed ee MSL Ces AN GUT ty te ele yy DL SES dy ab Ub ghall ode Apts debe Gh 1 O ptiy Dycall OT Bg YSU oda AY legless Af ee NO gal pli Gye Heald Ulead... Olen J) Ase] aly ge Ute ogy All... 18a te yl L2 Find out the root of the following words. [Be | age | a5 | ah | apace | ged AIK | GU | ee | eal | ce Vf Bleed | Jone leo ba [dey bh | let | ap | leet Baa | fer | leer | ayy | Cle | 50s | Oleel | Sie406 Lesson 28 L3 Find out the antonyms of the following words. [ole | am | oles | ee | ene | phat | dee | cle et | the | Hl Bl] lyse | SE | ale! L4 Translate the following expressions of admiration into Arabic. Use e + Elative in the accusative + noun in the accusative. . How beautiful these exercises are! . How difficult these weeks are! . How high these mountains are! . How long these lists are! . How big this melon is! . How spacious these rooms are! . How strong these men are! . How sweet these dates are! 9. How fast this car is! PIAARYWNS LS Translate into English. . Batt! Sdalall ot by (Sols nts pee Werle Gbe a Lotte Steal ob webs opt Loti Qpoll tal Jpeg BS ppb oy By Geall 3 ell nl vedleal esl Lasse Kot Ul Oa yee ay Sub bp wii + lS Sys Vy pil glitz G41 Answer the following questions using either the dual or 4>1y / 31-13. wddolyicls Sache << fdke che ie oo wogsle Sle ele sf ~~ S(ptz GB Blea ane edly Qnall HS clare Lae oS S (ced) AUS cal Sy Ball eb G OK R(lamrcle G cdyall EUS Gy AL) BUS 9Lesson 28 407 FCGaU ode cAGUYI aay Ay all AU Co yo S(qnabl USB cdyall LUE gy Sle Che IG GGA Sede D Ew GES S(4gell 3 ASM 8) Gat eee SC pall Steel ode calacy fall dl oo pt Pace tla cdelal 3) gral 3 Cube Se GAY G tty D geal G obe Feel! Gall WS By Hall WG Ge S(Sle abil ca gay a) dail g $(Sles SLAY) aad! ole Cun yo Sebel ur awe) Gud G oS Oa GSU BD anal O chee Sea (GU Jelly Sah ge Seep (cglely & 4a oo Sede | def Ge dx ans dy Pant) HG 3 Cm yo (ey ie 9S ies oS Liss Gea 6S ts et oS G2 Form affirmative exceptive sentences and pay attention to the fact that the noun has to be in the accusative after | in this type of exceptive. We lic < et t lc © spall sis sapleles Joly OLS SIs of Surly Se EULA ode es pout dehy ope ole JS U2, Ole al IS wills408 Lesson 28 eh ely ke G AU ty ASK pl day ld gl Capenil Olin Spell IS 0b G3 Transform the following sentences into the perfect tense. 20 phe SUB CE ae Wah) toe lat 2b Cndball Bim yt Syne Slee dames oy pel TLE el ese ott jk bill eee Alpe) is 5 te eeh CH ake chy G4 Negate the sentences in G3 in the perfect tense. G5 Negate the sentences in G3 by means of _~J. G6 (Repetition) Negate the conditional and the result clause. AS eel Yay ge gS fb 1] yi gure CAI 13) She Sp abt taf iil 13) a pg Sue nila IS” 13} Cot J tela dass age GS I) ddaadl ey glob, olen J oj 13 G7 (Repetition) Combine the following clauses in such a way that the second clause becomes a clause of concession introduced by Jy (<>). < Ute US fas Us jaa Gao y CUS Lbs yy (c>) US fatsLesson 28 409 oy} believing, believer ose oth Bible eI! gall y edith Agell/ AYN y al gif paral GS) Catholic Sage church UALS @ LS confession oblast pel devil Bete eal / Gable ¢ oles410 Lesson 28 hell OL Om OME Nese! Ete |e bale | ol ew Jesus the Last Judgement paradise a | pope ipl ¢ Ul Protestant SeIyn sin CUT cpl / Wee @ tee 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 /dafa, the active and passive voice, the Arabic numbers, the infinitive, the Elative, 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. T 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 | 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, e.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 (qi < 444%) and curses (¢ 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 21. 2.2, 2.3. 2.4. 2.5. 2.6. 2.7, 3.1, 3.2. 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 verbs of the pattern (|43 ; xd and {43 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 3 or Ya" «g are used to indicate a long vowel, the letter before is, not vocalized, e.g. & = bd, » = bil, .g = bI. Diphtongs are always specified i = aw, isl = ay. Diptotes are marked by Damma (in G./A. Fatha). Words starting with Hamzat al-wasl, i.e. verbs and infinitives of forms VII, XII, IX and X, have Kasra under Alif | Hamzat qa‘, Shadda and Sukin are nearly always given. The prefixes + mi- and — mu- are always vocalized. In all the other cases Kasra and Damma are used to specify a short vowel, but not Fatha. Nouns The Arabic nouns are given without an article except for such words and collocations which always occur with an article. The abbreviation (< ) = g& 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 ¢ Feminines are preceded by (¢) = C55, Oe Dual is preceded by wm - 2, 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) Jr. (Iragi), Yem. (Yemeni) and Syr. (Syrian). Some proper names are not included.412 Arabic-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, Il, ... 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.ARABIC-ENGLISH GLOSSARY much etter than”? ga iS Sa topgpest slong J Cy) Hv entitled?” (Elat. of gai) beh red? tual stupid, silly, dumb“? le (@) Gat sometimes”? acral brother Beicel to inform so. of ee Gos) tiv sh’ ° sister”? wipte oof to take sth.” + Getly Lf to study under, to leam from so.“ ys et green” Bits ¢ asl hollow of the sole laste c pul jaar! (of the foot)? fast ae! eventually!” pet instrument? eipl ¢ al literature“? AT e ost lower“ be al to lead to’? bast sito ear“! ost ¢ «oil Igo to... ait to want sth, 29 Yoasatv tobringbackto = Ja@Deiiv I beg your pardon.” Mey of I greet / welcome you!” & uy cheaper than“? ot Gaeif Jordanian”? gs tosend so, sth, J/ Wre (hi) Jesiv to so.“ earth’? Pte@ al tT tobring,togivesth”? > (.g') SIV antiquities” we last“ Falsh loge al other (m/f) Asian’? evil; disease; epidemic of plants*?” machine?” automatic“? hoping that!” now"? in those days“ Miss? i (interrogative particle)” f isn’t it? SeUIs ad T father? ig of white? tual tocome (to) (Sy) GU gly to prove, to establish ac WV sth? (prep,) during"? ast warsversoorsh’) ge Can) wal Vv to carry out, to hold sth." foreigner, foreign’ 2) GAliv ew to love, to like so., sth.) to gain, to win sth.” to bum sth.“ to be able to do sth. ina good manner“?414 Arabic-English Glossary to give so. sth.“!? 21) Biv togiveso.sth) = ac Joke) HIV tocome (directly) el.» Cay Cibtv after”? to announce, to > bx) olf IV declare sth,” high, higher, highest”? («UE / Jef to shut, o lock wy 2 GR) gt sth. in front of”? (uly song!” oh ole acel to inform so. about"! ” to please so,, that!“'? horizon, prospect?” tohold, to organize sth.“ more favourble (orf? (J) be St to eat”? Js 1 =» OS Sty pst st ¢ ust (Blat. of rot) ¢Y' eat sth.”7 meal, dish”? mean, miserly, stingy to add sth. to?” v2 oli to do damage to”? oe liist galt Co DM eole J obi, oe gli, oud LI) Oust rel. pr. track and field events” horse show” ee ge Out tocancel,tocall oth? a (ahh liv thousand”? ae ll many thanks, thanks a lot” to throw sth. to make a speech? pain”? rabbit“? to show so. sth." I want ... (sth.)*? Zeus aGJolVv af @ ky crisis“! basis, foundation”? basically“? week” professor, master” lion? to make so. happy”) s (Ax) 4TIV oe GY) AlIV Lake e Syl SCA SHIV 0 Cua) GTI to produce sth.“/? black” to supervise so, sth! to hit so., sth. ey tobecome sth.” 8 (Retaly eet IV _— = =sSsSse togivesth.asolid = (fos) fol foundation’? origin?” J sol c Jel originally (adv.)” set original” inl toadd sth. to”? ==» Lagat) OUTIV dissertation”? ele ey togivesosth tea! re (eae abl IV to inform so, about “7 deo Ge tiv to restore, to give sth. lj -» Chg olelIV back”? to admire sth.?? Cae) Col IV Repeat. lsel [1 def just, balanced“? (Eat. of ole) Jazt sweet, convenient”? Elat of lg iti Arab of the desert?) Lic yl élyou (2™ p.pi.f) oe to accomplish, to > (xd) pl IV carry out“? 7 tobuil, to erect sth? tstiv tomakeso. saysth? —s (hu) Ghif IV nose”? wile ah to finish sth.“ >( o) el IV Sunnites’? eh) at family, relatives”? du ¢ Jal fig: Hello! eh | ay St Welcome!” she 4 Sat more important“! wt importance’? tal opec™'? eV ores to ears IV European“? oy to bring so., sth. JJ» Chey) bevlIV to! torsommendsoyst, (ges) (eV to advise so. to? - 5 oe. 3) ws IV es atv to explain sth.’ to delegate so. to”? first (m/py Glew initial, at first“! a that is”? ist which”? HE fig.: May I help you?” Tas 4 tosupportso,sh? wo gy at manpower, workers“) aLaladi (su! t ice cream”? Oe also, too” tat where? Al Arabic-English Glossary 415 German? oud e gud Germany“ wu on”? a mother”? out t a As far as (Abmeg) (a) (aah CF is concerned. (prep.) in front of (loc.)“? cul security, proiection”'” out nation, people!” thing, matter“! America“? American”! yesterday“? to be able to!” to hope that” the United Nations” security” Emir”? cashier”? secretary“? faithful, loyal, devoted?” General Secretary”? that (+ accusative)" ro uf oe Ope fal c fle en Tam fine.“ saul pipe, tube”? you (m)" you (f)? You are right to produce sth.“ you (2™ p p.m)? Gate Oe. ia as)416 Arabic-English Glossary frame(work)™ Be shy | yes” (collog. Eg.) «ss re-, Galel preparation”? ole) J the [rab AZY! | ethnologic, anthropological”? tod (mass) media; communication“? —¢-%&]_| answering “*” be ub} African”? +e esl | holiday”? ole al} bankruptcy“”” ei, | sick leave” apd yp Bile] stay“! ol ¢ 4G) | camying out? el Sl except; but!” | entire, gross, whole, total”? Bud before (time) | administration” ele Ha, god, deity”?? 4g] ¢ oY] ca) | administrative? Gola} (prep.) to GL | (with verbal sentence) since, because? : 3 and so on, abbr: ¢) °” 221 St | as; sincerbecause? 4 So long!“? sla) Sy | it??? 43 to the left“? jedi Gi | so, therefore, then” to the right“? cxedl J} | @rep.) with respect to, regarding 7” down, downwards”? J} | Spanish, Spaniard”? ope Gel beside” ile St | Spain’? ley ‘up(wards)“?” G3 d\ | Australia’? Wired either... or? Seay... Gy | tract”? Ble emirate“? bed ¢ Hu) | Islam” Oey! empire?” ol ¢ ysble| | Islamic” possibility“? be agi | diarrhea’? particle introducing an equational 4) | contribution’? sentra? spreading””” if/even though, although? 1 / d} aan supervision God wilt ya Ait a ‘willing; I (we) hope so! a to} ing o. take part (in) “” @ IA production” cel ot : (13) ‘nant oa finger; toe! ele @ ert rr + | reform“? ol yuman’ in addition to” inch”? additional” justice, faimess”?”13) ol bts reserve’ ote bt to select so. cr 2 @ CS) be! VI sth. out of” examination, test" ole ste! to conclude sth. =» (¢8) =! VIIL eee (FS) invention””” eel sel © bs bbe) vin height, altitude, level!” ary to mix with?” ole cw cls (So'y) ola) VI flourishing, upswing, boom” Cae) 251 VIL satisfaction’ to increase, to rise”? ez) to (begin) to flourish?” to rent sth." renting “'9 Sle sleet he be + (pkey aliix form, questionnaire (mastly written 3 jazel ) to except sth., 0B (gta) (gtd X to excepts A (gin) gl use, employment Lg place! to excavate oe Ey) CReIX sth, from? mrs toextract, to gp * Cabely pall x deduct sth. from”? to conclude”? strategic”? oriental studies” to be able to”? colonial”? to last! exploitation?” to profit by, from”? Cuityy ala x op Bole to take advantage of, to use”? Arabic-English Glossary 417 expense(s)“? Sli} influenza”? Uy gla} English” BA cod closing, concluding” H positive” (the) finding!” Tran? Italy“? 2) delegation, sending to” oli coalition”?” el , tobegin (nrans (ec) [ust] VIE primary“? gest invention” ole 1 sont” agiattle totum to” of Gedy ol VII European Union“? (eag¥l EYI vwion™” eo tomake sth. outofsth7? ay 3) Jsivn tobecharactrized by” feni) pall VII connection to”? wele dha tocontact so." Chat hed VET toagree (wponf (de) (8) GIVI meeting? he gldl tomeet so" > (Qt) eae! VIII toneed so., sth”? dt (ac) faceaill torespectso,,sih.9 > co (65%) ¢j>1 VII ceremony“ a z Jus! to keep sth.) 5S Litt Ludi vin to occupy sth”? sty SVE418 Arabic-English Glossary to propose, to sug- gest sth, to ad to share sth.“77 economy“) economic”? obligation, duty, commitment“? examination”? to extend to”? wife 7 Queue / line up!“ productivity?” election”? victory”? waiting for’? to expect so,, sth. 7 a9 se to revive! to end (intrans. ye to finish’? recession, slack period“’” going down, falling“? tocoincide with? ge @mwn) oi joining of “? Ss plaza tobebeld Confrence) (ix) aia VII coup (d'état), revolt” Lg I) decline, decay”?” bel Y (prep.) with, by means of; in“? he is able to”? well, spring, fountain”! unfortunate, miserable“?” (Collog,) » sla) os yeiv see) poll VII ie) | VI ot tl question” reception”? to welcome so."77 to settle down?” stability?” independence?” to get sth.?”, SD (ee) pel VI to continue, to go on™? 7 to continue to do sth?” az) 2 Gre) pel X continuity’ to conclude sth. from”? consumption” to import sth, ot 8 Oley) UIE from" import? name; noun”? socialist, Socialist” to take part in“? you (f) bought“? you (m.) bought“? I bought“ to work’? (ex) ewan disturbance, disorder” OL ¢ GI eo! toconsider so, sth.» » Gy) | VIL to believe sth.??” (Abe) 465! VII relying on™!” (dey ae! torely on”? (le) (Sash) ach) VITT opening”? to think versatility?” proposal, suggestion”?discuss sth.“ ae ) es research? opicek to search for, to look for” Mediterranean?” Lt ll (a 029) ots according to incense“? to begin, to start“ Ges Faby fy to seem (as if)” OS y Cy beginning!” Hla suit’? we ay Bedouins’ cd nomadic Bedouins(!? aed alternative; option“? Uple & desk to sow? ok 5p oh seed? ost g oh tomuke efforts —(o,4 Ab, Uity de honesty, integrity”? R under the leadership of = (+ gen) WU refrigerator”? oe asl Portugal”? tf oranges (coll,)“” Jy cold” ou / sy to justify sth.“ =» (Ox) oll to stand out?” ¥oe F (a4 dx) St blessing“? whe Sy parliamentary, parliamentarian” au barrel“? program“? proof, evidence for” record, minutes? as) Great Britain’ Arabic-English Glossary 419 saleslady, ~clerk? Le we door lle ob here: chapter“? er cee Daddy“ ub Babylon?” bu researcher!” wre aubergine, eggplant “? (coll,) Doss outstanding’? 5k Paris”? with the exception of!” permanently”? bus”) to sell sth.” in his capacity as”? old, worn-out”? aay to urinate! certainly, surely, definitely”? first of all“? gil eal despite, in spite of”? of ea ‘fig.: Good luck and Cassy ob Ju many children!“?” . in the following way” dw JRL exactly"? Lay big, considerable“? ah in the vicinity of”? o wale per cent” UL relating to“ Jay as far as ... is concerned”? a any excellent, briliant, splendid”? aly petrochemical“? (mineral) oil”? toneed sth,,s0,, to require“? dl tbe420 Arabic-English Glossary (the day) after tomorrow oy some“) oy thanks to, owing tol”? Sian sreenpoce!”? one dh cattle? (coll) siz tip?” (collog.) fortis (ui) to stay, to remain’ Ce aa) remaining, rest” GCE A-level, graduation SI diploma”? ° bachelor’s degree“? oe sSSI with all my strength 7? eee GUYS for how much / many“? me How much is ... 7 %.J!) & to cry”? OS Sy & (not only) ... but also”? ae without”? Mw useless, in vain'?9 Coke Oye | undoubtedly, without doubt Ls 94 Mesopotamia”? cast) oy Loy plastic’? ee Belgium”? Conk country”? otal 3b gab to amount to!” * & Bi A bh give so. so.’s regards — (imp,) J» gL balcony” oft yes, certainly, sure™9 ab including, inclusive of!” Us gly with the will of God”? independent, imespective of” ge J. ra ‘on the occasion of” Flin building, construction!” ely because of!” iin sth. cane Inthename ofGod, pp) gah Sl pie the Mereifil, the a een dkny Compassionate!” . Inthe name of God, aa the Merciful, the a a Compassionate, from 9) ‘whom we ask for help’? simple, easy” tla! ¢ dae ' concerning, in question’? ...J! Oley provided that”? bie provided (that) 79 in general”? te es Basrah7? ope onions“? (coll,) jaa ina... way /manner“”” bre perspicacious“”?” product, goods?” ducks”? battery”? potatoes “7 ticket, card’? blanket™!? naturally“? belly, stomach“? championship™” slow"? og (coll.) ale / als ed (Ea ee watermelons”? to send so. sth.“?? (prep,) after (temp.)™? dae after that 3 ae,insurance”? hc nt qualification? dab help, support“? ast belonging to” trader? history; date“? following”? those who follow them? 4d Jtdh complete, total, absolute?” a exchange? to compete “77 (ole) GU VE ‘omen (positive) ‘to. come after, to succeed so. to belong to so.” to become clear for so." to go beyond sth.” renewing"? freezing (intrans.)“'? (prep.) under challenge” to move “7 improvement“? improving” controlling”? analysis“? to be enthusiastic about™!?) to bear, to stand sth"? transfer“? greeting” Arabic-English Glossary 421 building” tomato (Syr,)@2 rifle, gun”? petrol, gasoline” trousers“? bank’! Umayyads“? “Abbasids”? to build, to erect, to set up sth.“ daughter (dimin,)? porter, doorman urine”? Poland”? owls? here: rhetoric? house? beer”? eggs (coll,) (& (prep.) among, between? to make clear, to explain sth!“ among them“? died (pass, tobe influenced by so,, sth”? influence on, over?” postponing?” coming too late’”” to come too late“? founding””” to consist of?”422 Arabic-English Glossary appr.: May you be well tomorrow. (parting word at nigh ~(femy 2 Be ual desertification”? ps " 7) - a correction, change! cle eel export“? hal certification’? to behave“? declaration” qualifying contest” repair? to hunt sth.“77 to require sth. “'? development”! demonstration “7” oe bus to end in a draw"? (olay Jobe VI to succeed one (Sle) Sle VI another”? Come here! Idle | Des Let’s go! (m/f)? lessons, doctrines “7” to be in touch with, to have (business) relations with 0.49 cooperation“ (120) cooperative tired, exhausted, collog.: ill? admiring; here: gram. term for exclamations?® acceleration?” Jat tobe exposed to.” J aay SV Arabization™!? ae tobeconected wit"? (hy gle V appr.: Best greetings (standard opening of aletter)" to be embarrassed"? specialization” discount, reduction“? Palmyra“? decay, decline?” G88) AST + (Six SV {is ¢ aS ws to decay, to decline?” to remember sth.“7 ticket, card“? heritage?” to range cay oe CIN CHV education”? here: breeding”? totranslate sth, Shaw. ge 2 Cw” eo from ... to? Translate“? ee | pee translation; also: biography“!”” hay tolettoleavesth, = J 2 (IS Buy A forso,,@? : Turkish Turkey? structure“? you want (m.)"! purification”? registration!” acceleration?” marketing!” consulting!” to be formed“?” creation, formation’?to get sth." pupil, student’? to take place“? 2004, “okay” to enjoy sth.” tobecome manifest ink” 3 Cay JV to shake 08.79 (ae EV prolongation “!” wat exerci” tat coat Lr — fowishso. sth, thal ed Gay SEV taking (of food, drinking etc)" Sys g(t) A ee le ee tennis’ organization, organizing” diversification?” tension!” to tum to so.779 unification”?” distribution’? ‘widening, extension, enlargement” recommendation?” provision“? success”? to expect sth.” to be dependent on?” signing, signature to trust in God“? to take sth. over “7” 238 Ssv Tunisia, Tunis“? iss ‘Arabic-English Glossary 423 > (hey AsV education“? os higher education” Ba echt to overcome!” ue Clny le y to learn sth. victory over; overcoming, oe ls surmounting“ apples (coll,) ce interaction; combination?” Lg Jes towatch, toloakat”?” de (58) c5BV detail? deel & east please” fait ¢ [fais division, sharing (out)“7? oe progress” pe here: to be at the top of here: estimation!” estimation“! about, nearly“? report”? division, parition’?? traditional?) technical”? technology, technique“? calendar“? I vomited,“ to keep to sth.“7” assessment“ intensifying“? do so, the honour, having the pleasure“? technology“”” technical’??” to phone?”424 Arabic-English Glossary toendowso. with? eo Ole 2) Jom mountain’? dhe © de cheese a forehead!” ole ue forehead”? eros tomake (serious) efforts? (gy See very he wall’? Oe & ser quarrel?” daor usefulness, profitability’?” new"? basic, fundamental?” stocking“?? OL, IE on 3 tractor 2? ele ie tony,totyonsh™ sCin)op waiter”? (Fr. garcon) OL ¢ Ose Le Byl> 2 CASH waitress” to occur? newspaper“? part”! (3) Algeria Algiers jussive’?? the Arabian Peninsula? a ,all 5 A! island?” o> hy. body”? HBC paw huge, enormous“? oo tomakeso.dosh@ e¢ 2 Ole Je) de his royal highness” Ub Se shot”? Jb eb leather“? fee fee second (m/f) secondary”? the second (m/f) wealth, fortune!” snake!) fox? cultural? thirty”? thira “9 snow, ice” after that”? the eighties“ bilateral? revolution?” ”? garli BE DIY (SD BF Be) ole public transport!” to come (to)? award, prize“? Nobel prize? neighbour”! to be allowed to eS Gil 5%) ae so., that”? dry!9 bE mosque“) zl le cele university”? Lg tele side” Ube oe to make efforts, to try (“llnt) sl IIT hard“? Jihiliyya?? Earthgeneration“? Dt e dor geological “7” S 3 ia pilgrim”? ce t fe eyebrow" Sele ee demand, need“? Le ee need; collog.: matter, lal ¢ tle thing?” ° happening in”? go hot (also food), spicy”? computer, calculator’? sense; perception?” present time!” present (time)“?” IS) oe topreventsii? sop Oe Jy de diet cde at once, immediately, right away’? Ye situation, state, condition”? = OL ¢ We quick-witted? situation”? present, current, contemporary“? J+ dee 2 @ de (ed) cag le pregnant“? it is (high) time to totry sth She Qyla) Jy I piece?” ° tablet, pill? et oe melon (Yem,)“?” a ink"? pea Ethiopian, Abyssinian? p11 @ (he (prep,) until") eS so that, in order to™ os event ae Arabic-English Glossary 425 tosittobeseated on™? he (olf) solr meeting, session!” be Eels sitting tle beauty“? dle to collect sth.” = (ee COE camel!” dix ¢ Je republic”? ote ke, sea all? oF beautiful? ore be the Hanging Gardens”? ada GH fianeral procession"? glo cl ¢ ajle (prep,) at s0.’s side? Ue pou acd Jihad’? ol apparatus, device” ial oe wireless, mobile phone’? SL» Y jl ty-set? Oy jab sl video-recorder”? gebbjlex effort ose eae nottoknowsth? > Oty 4) Jer answer, reply“ En ral ered passport” Ci) Sle nuts”? (coll.) 53> mung? tle tie p ble tour” lhe Ue nature/essential”? eee air? oe Jeep” = pocket?” rea os good oye amy" oo eu426 Arabic-English Glossary according to“ to envy so. gee (ne Shy ee sth. harvesting combine’”” Og oles horse; also: HP“? abl Ober share“) eee ¢ tee to harvest?” (ober Yay Lae here: to happen”? eee toget,to le Wyab (lady Je obtain sth.” fortress” ost g yer obtaining sth. “9 oe dylakt civilization, culture? he ble to attend sth.“ You (elaborated style of address) dear guests” Syl) ol par ¢ presence!” or maintenance (of)”"” (ey be hospitality“? Syl celebration, party, fete? = Lg Ue dinner” slie alin Jaw, right“? You are right.“ to realize sth., to make sth. come true?” injection“? suitcase? truth; fact“ power, control, rule“ regulation, rule, provision“? SS St tS eS referee, judge” pilgrimage!” rele the Hijaz“?? Sit stone“? gat on to order sth., a (ie RD) pe to book sth.” volume, size”? fll c phe torestrict, to limit?! — sy (> ty de to form the boundary of sth.? ss Gy Se severity, fierceness!™” ee to happen” (yb Sy wae tosaysthtoso lao Glaheton aia event wubl poe to define sth.? talk; also: tradition of the actions and sayings of the prophet and his companions modern, new” garden? shoe@” os Gidd) oe cael ¢ cue hae ¢ Sake Bee ho (sy careful, cautious care, caution“! ne [be free? e heat, temperature” a> civil war?” bY At eee wir ce to liberate so., sth." sep) >I letter, character” SH o> movement” ae o> freedom, liberty“? a (political) party“? Ale Oe calculation, account, bill” GL ¢ Glas sensitiveness; allergy’? Kylacreature, living being“! vital, essential”! hg Oe ee cf servant (f)? hg ok the exterior, foreign, abroad“! ql especially, special” Tole (especially) for”? we ee especially Dole tobe afraid of 2 ey Wie Gy Ge so., sth.”/” sincere”? abe | alle news”) del ge experience; knowhow") ¢ 3 bread*? = expert, specialist? Bet cme end“? ob final”! cheek”? service? Take (it)! (m/f) ‘Take your time! Don’t hurry!“ ruins”? to go out”? to exit, to leave? Khartoum? here: stool! mutton, lamb” autumn, fall“? cupboard“? ie wig 8 to store sth.“ o» Ops) of} Arabic-English Glossary 427 wisdom, saying, Sec uk aphorism“ © government”? ol pus to speak, toralk ge (IK SB) SS about") solution“! Jb ce hairdresser"? Ore De shave”? ae allowed, legitimate?” Je Aleppo“? Oe dream”? bt cb dessert; sweets“? Se ce jewelry Bre milk te donkey”? BF Toler bathroom” ete Hama’? (p) ole Thank God!” aun Homs™? @ bee to carry sth." > Ol oe fe fever“? Oe laudable, commendable“? we rye Uae dee dialogue”? Aedes nearly, approximately, about”? Ji pelvis®”? atte ee (prep.) around, about?” ae vivid, alive, living“? life’? snake whereas”? time, while”428 Arabic-English Glossary good”? good, better, best” ‘fig.: Everything okay, $i ele of Ute God willing?” horse”? (coll) Ss ~ Je >. tireless, enduring”? wis the interior, inland“"” dell house“? whe @ase to be about”? de Os) J townhall, city hall?” ald jI> publishing house“'?’ py) warm!) we to last“? Gat fle to prepare, to provide sti”) » (uly Jom diplomatic, diplomat? Os & (erlesho chicken” Tigris? to enter sth.” to smoke” postgraduate studies”? study, courses, classes“? class, step, level”? degree centigrade”? to study sth.7 ae Gerla Su) Gu? lesson, class hour “ wide ole (to study) at so.” constitution?” to invite, to call (up)on so. to do sth? invitation, call’ (3) sd) Geo Fy ey oles ¢ 549 tobeafraidof (ate an) (te sth?) fruitful, fertile? ae fertility”? ees rival™!? pelt cet vegetables, greens“? ale vegetables”? oie tobe exposed — Gh) S esa Ai aie to so., sth." equator“? line™!9 speech, letter, note?” danger, importance “?? dangerous“? to add an i; genitive “7? to facilitate, to ease sth." light?) ait vinegar”? oe quarrel, argument” (3 Jey Ge caliphate®?? Be during, in the course of!” Oe behind“? Ge to succeed so.” o aly Ge the Rightly Guided gab pl aL Caliphs“”” to create sth,“?? gulf (geogr,)™” caliph” plum, peach”? cucumber”?religious”? > am“? hemes maize, corn?” pls 85.633 millet’? tad 33 chin“ 0983 uit ¢ 35 beard”? ob ¢ Bs tomentionso,sthto #0 (3 ‘Say $3 so“? wren aah Fm penis”? we SS anniversary of the rrel 5 83 foundation”? memory, ASE CSS anniversary“! that (dem. pr)” as that, those “” ‘ eels to go (to)? (hs to go (to)? wb (bus Cady Gas you (m.) went“? I went you (f) went”? gold, golden” suf 2 to lead, to head Bo Galt, fy OL so., sth“? pee head@!? whe “ toseeso, sth. wo dh ayy ct opinion (of, about, «gt onsth., so.) ‘you (m.) saw? saw"? Arabic-English Glossary 429 defense” cue topay so, sth.) a co (ido guy oe flour” é minute™9 shop” doctor“? 19) doctorate! to guide, to lead so., to show so. sth. evidence” blood“? Denmark”? medicine™’? poultry” duration? (is) permanent well-being Aba plyo ‘worm, maggot”? (coll,) ue >, 93 role, part”? ast esp floor”? ate a8 Olympic Games” nk 9 By gl) round”? aici periodical”? ole ale dollar”? ole 3 state”? dsc vy intemational””? asus without, under!” ogy [55 below zero? hell tor yo 09 diesel” disco” democratic? religion”? dinar (currency)430 Arabic-English Glossary tohave mercy upon, sol merey™9 uy May God have mercy ade Bide, upon him.”?? God have mercy upon him!™9 ih} tap permission, license“ jax) ¢ tae cheap, reasonable (price)“” ey _ Bc eS rice”? ¥ dissertation“! ah pS al IL letter”? Bey ¢ Uy feet? roe official?” wo the messenger of God? Sie, prophet, envoy, messenger? Jou @ Uy bribery”? _ goal-directed, wise?” erty lead? ye, May God be pleased we iy, with him.” procession, column?” hes towishsth, Hegde that“ (prep,) despite, in spite of” ey shel S803, prosperity“ aby refusal?” wy torefuse, reject,» (Lai, (23's) Jai, turn down sth.” (is) raising, rise, increase oe to add an w; nominative; indicative? gi high!” oe neck“! ole ti, you (f) saw? oh fungs!9 chief of protocol?” president, leader, chairman,manager™” main!) r 4 wonderful, excellent, marvelous“? salary“? Ging ab rest, relaxation?” ele el radio oleh oe herdsman, shepherd, Bed cg erdsma he 3 e El to take sth. into 2 (2) Sh Il : 2) consideration’ 4 6 Gila) gi) I passenger” eo to accompany so. 24 BD ty to bet on” Cala) Als I 18) to wish sth." lady of the house, housewife oy (BE bly by ou ty to connect between”? quarter“? Weed perhaps? us spring”? oe to ask so. to eG Fy) by do sth." tocomebackto? SI (ee) Or) OD to go back to”? leg, foot!” man“? wide”? to welcome, to greet so.“ trip, journey"