Arabic for Life [PDF]

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Copyright © 2011 Yale University



Arabic for Life



A Textbook for Beginning Arabic



Bassam K. Frangieh Claremont McKenna College



Yale University Press New Haven and London



Copyright © 2011 Yale University



Section One ‫اٹٲَټ األڇٷ‬



Sounds and Letters of the Arabic Language



Arabic calligraphy: Knowledge is light - ٌٍ‫ن‬



‫ڀڂ‬٬‫حٿ‬



Sounds and Letters



Copyright © 2011 Yale University



Section 1



Section One Sounds and Letters of the Arabic Language Contents Unit One - ‫اٹڈؽلح األڇٹى‬ I. The Arabic Alphabet ‫حٿلًَٱ حٿيـخثْش‬ The Arabic Alphabet in Its Traditional Order II. Letters ‫د ص ع‬ III. The Long Vowels ُ ً ‫ ح‬- Activity 1 – 2 IV. The Short Vowels ‫ حٿلَٻخص‬- Activity 1 – 3 V. Sukuun ‫ حٿٔـټــٌڅ‬- Activity 1



Unit Two - ‫اٹـڈؽلح اٹضبځٍخ‬ I. Letters ً ‫ ى‬- Activity 1 II. Letters ُ ٍ - Activity 1 III. Letters ‫ ؽ ف م‬- Activity 1



Unit Three - ‫اٹڈؽلح اٹضبٹضخ‬ I. Letters ٕ ّ II. Letters ‫ ٱ ٵ‬- Activity 1 III. Letters ‫ ٹ ٽ‬- Activity 1



Unit Four - ‫ش‬٬‫حٿٌكيس حٿَحر‬ I. Letters ‫ ځ څ‬- Activity 1 II. Nunation ‫ حٿظنٌّن‬- Activity 1 – 4 III. Alif Maqsura ‫ٌٍس‬ٜ‫ أٿٲ ڃٸ‬- Activity 1



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Section 1



Copyright © 2011 Yale University



Unit Five - ‫حٿٌكيس حٿوخڃٔش‬ I. The Letter ‫ ڃ‬- Activity 1 II. Taa` Marbouta )‫ش (س‬٣ٌ‫ حٿظخء حٿڄَر‬- Activity 1 III. Letters ‫ ٭‬٩ - Activity 1 – 3



Unit Six - ‫اٹڈؽلح اٹَبكٍخ‬ I. Letters ٝ ٙ - Activity 1 – 2 II. Letters ٥ ١ - Activity 1 – 4 III. Emphatic Letters (٥ ١ ٝ ٙ)



Unit Seven - ‫خ‬٦‫اٹڈؽلح اٹَبث‬ I. Double Consonants )‫ حٿَ٘ــيّس (ــّـ‬- Activity 1 – 2 II. Hamza (‫ حٿيڄِس )ء‬- Activity 1 – 2 III. Madda ( ) ‫ حٿڄـيَس‬- Activity 1 IV. Dagger Alif ‫َْس‬ٜ‫حٕٿٲ حٿٸ‬ V. Hamzat al-Wasl or Wasla ‫ڀش‬ٌٛ‫پ أً حٿ‬ٌٛ‫ ىڄِس حٿ‬- Activity 1



Unit Eight - ‫اٹڈؽلح اٹضبٽڂـخ‬ I. The Definite Article (‫َّٲ )حٿـ‬٬‫أىحس حٿظ‬ II. Moon Letters ‫ حٿلًَٱ حٿٸڄََّش‬- Activity 1 III. Sun Letters ‫ حٿلًَٱ حٿَ٘ڄَْٔش‬- Activity 1



Unit Nine - ‫ـخ‬٦ٍ‫اٹڈؽلح اٹزب‬ I. Arabic Script and Calligraphy II. Printed Styles of Arabic Script III. Handwriting Samples IV. Arabic Calligraphy V. Reading Practice



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Sounds and Letters



Copyright © 2011 Yale University



Sounds and Letters



Section 1



Unit One ‫اٹڈؽلح األڇٹى‬ This section introduces the Arabic sounds, letters, and scripts and covers the basic phonological system of the Arabic language. Arabic has twenty-eight characters: Twenty-five are consonants and three are long vowels. Arabic also has several symbols, signs written above or below the letters, that affect pronunciation and grammatical structures. Arabic is written from right to left, and there are no capital letters. Below is a chart of the Arabic alphabet. Look at it as a whole, and listen to the accompanying audio of the alphabet being read. After you listen to the alphabet several times, click on the disk to watch and listen to a student sing the alphabet.



I. The Arabic Alphabet ‫ اٹچغبئٍخ‬٫‫اٹؾوڇ‬



‫ؿ‬ ٓ ‫ٯ‬ ‫ي‬



‫ػ‬ ُ ٫ ‫ڇ‬



‫ط‬ ً ٧ ‫ڃ‬



‫س‬ ‫ى‬ ٣ ‫ٿ‬



‫د‬ ‫ه‬ ٟ ‫ٻ‬



‫ة‬ ‫م‬ ٛ ‫ٷ‬



‫ا‬ ‫ك‬ ٗ ‫ٳ‬



Now, look at the chart below, the name of each letter, and the way each letter is written. Letters are written in four positions: initial, medial, final position (connected), and final position (unconnected). Letters are connected in both printed and handwritten forms. They are joined by connecting strokes with the preceding and/or following letters. When we begin a word in Arabic we write the first letter in initial form and the last letter in final form. Any letters between them appear in medial form. Medial and final letters may or may not be connected to the letter preceding them, depending on whether the preceding letter is a connector. There are six letters ً ُ ٍ ً ‫ ح ى‬that are not connectors; they do not connect on the the left side. If the final letter is not connected, then the letter is written in its independent isolated form.



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‫‪Copyright © 2011 Yale University‬‬



‫‪Sounds and Letters‬‬



‫‪Section 1‬‬



‫‪The Arabic Alphabet in Its‬‬ ‫‪Traditional Order‬‬ ‫اٹؾوڇ‪ ٫‬اٹچغبئٍخ‬ ‫‪Independent‬‬



‫‪Name of‬‬ ‫‪Letter‬‬



‫‪Initial‬‬



‫‪Medial‬‬



‫ا‬ ‫ة‬ ‫د‬ ‫س‬ ‫ط‬ ‫ػ‬ ‫ؿ‬ ‫ك‬ ‫م‬ ‫ه‬ ‫ى‬ ‫ً‬ ‫ُ‬ ‫ٓ‬ ‫ٗ‬ ‫‪ٛ‬‬ ‫‪ٟ‬‬ ‫‪٣‬‬ ‫‪٧‬‬ ‫‪٫‬‬ ‫ٯ‬ ‫ٳ‬ ‫ٷ‬ ‫ٻ‬ ‫ٿ‬ ‫ڃ‬ ‫ڇ‬ ‫ي‬



‫أٿٲ‬ ‫رخء‬ ‫طخء‬ ‫ػخء‬ ‫ؿْڂ‬ ‫كخء‬ ‫هخء‬ ‫ىحٽ‬ ‫ًحٽ‬ ‫ٍحء‬ ‫ُحُ‬ ‫ْٓن‬ ‫ْٗن‬ ‫‪ٛ‬خى‬ ‫‪ٟ‬خى‬ ‫‪٣‬خء‬ ‫‪٧‬خء‬ ‫‪ْ٫‬ن‬ ‫ٯْن‬ ‫ٳخء‬ ‫ٷخٱ‬ ‫ٻخٱ‬ ‫الځ‬ ‫ڃْڂ‬ ‫نٌڅ‬ ‫ىخء‬ ‫ًحً‬ ‫ّخء‬



‫ح‬ ‫رـ‬ ‫طـ‬ ‫ػـ‬ ‫ؿـ‬ ‫كـ‬ ‫هـ‬ ‫ى‬ ‫ً‬ ‫ٍ‬ ‫ُ‬ ‫ٓـ‬ ‫ٗـ‬ ‫‪ٛ‬ـ‬ ‫‪ٟ‬ـ‬ ‫‪١‬‬ ‫‪٥‬‬ ‫‪٫‬ـ‬ ‫ٯـ‬ ‫ٳـ‬ ‫ٷـ‬ ‫ٻـ‬ ‫ٿـ‬ ‫ڃـ‬ ‫نـ‬ ‫ىـ‬ ‫ً‬ ‫ّـ‬



‫ـخ‬ ‫ـزـ‬ ‫ـظـ‬ ‫ـؼـ‬ ‫ـــ‬ ‫ـلـ‬ ‫ـوـ‬ ‫ـي‬ ‫ـٌ‬ ‫ـَ‬ ‫ـِ‬ ‫ـٔـ‬ ‫ـ٘ـ‬ ‫ـ‪ٜ‬ـ‬ ‫ـ‪٠‬ـ‬ ‫ـ‪٤‬ـ‬ ‫ـ‪٨‬ـ‬ ‫ـ‪٬‬ـ‬ ‫ـٰـ‬ ‫ـٴـ‬ ‫ـٸـ‬ ‫ـټـ‬ ‫ـڀـ‬ ‫ـڄـ‬ ‫ـنـ‬ ‫ـيـ‬ ‫ـٌ‬ ‫ـْـ‬



‫‪Final‬‬ ‫‪Connected‬‬



‫‪Unconnected‬‬



‫ـخ‬ ‫ـذ‬ ‫ـض‬ ‫ـغ‬ ‫ـؾ‬ ‫ـق‬ ‫ـن‬ ‫ـي‬ ‫ـٌ‬ ‫ـَ‬ ‫ـِ‬ ‫ـْ‬ ‫ـٖ‬ ‫ـ‪ٚ‬‬ ‫ـ‪ٞ‬‬ ‫ـ‪٢‬‬ ‫ـ‪٦‬‬ ‫ـ‪٪‬‬ ‫ـٮ‬ ‫ـٲ‬ ‫ـٶ‬ ‫ـٺ‬ ‫ـپ‬ ‫ـڂ‬ ‫ـن‬ ‫ـو‬ ‫ـٌ‬ ‫ـِ‬



‫ا‬ ‫ة‬ ‫د‬ ‫س‬ ‫ط‬ ‫ػ‬ ‫ؿ‬ ‫ك‬ ‫م‬ ‫ه‬ ‫ى‬ ‫ً‬ ‫ُ‬ ‫ٓ‬ ‫ٗ‬ ‫‪ٛ‬‬ ‫‪ٟ‬‬ ‫‪٣‬‬ ‫‪٧‬‬ ‫‪٫‬‬ ‫ٯ‬ ‫ٳ‬ ‫ٷ‬ ‫ٻ‬ ‫ٿ‬ ‫ڃ‬ ‫ڇ‬ ‫ي‬ ‫‪5‬‬



Sounds and Letters



Copyright © 2011 Yale University



Section 1



II. Letters ‫ة د س‬



Calligraphic image of the letter ‫ة‬



The letter ‫ د‬is similar to the English letter b in pronounciation, as in „bat.‟



‫ة‬



‫ـت‬



‫ـجـ‬



‫ثـ‬



This is how the letter ‫ د‬is written by hand:



Calligraphic image of the letter



‫د‬



The letter ‫ ص‬is similar to the English t in pronunciation, as in „tab.‟



‫ـزـ ـذ د‬



‫رـ‬



This is how the letter ‫ ص‬is written by hand:



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Copyright © 2011 Yale University



Section 1



Calligraphic image of the letter



Sounds and Letters



‫س‬



The letter ‫ ع‬is pronounced like the English th, as in „thunder.‟



‫س‬



‫ـش‬



‫ـضـ‬



‫صـ‬



This is how the letter ‫ ع‬is written by hand:



These three letters have the same shape in all positions: initial, medial, and final. They differ in the number of dots and the placement of these dots. The ‫ د‬has one dot below, the ‫ ص‬has two dots above it, and the ‫ ع‬has three dots above. In handwritten form, any two dots can run together to form a short line and any three dots can run together to form a triangle, as you see in the examples above. These letters are connectors, which means they connect on both sides with other letters. Look at the shapes and examples of the letters. Read aloud.



‫س‬



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‫د‬



‫ة‬



Example



Shape



Example



Shape



Example



Shape



‫صبة‬ ‫ثـضـبة‬ ‫ثـش‬ ‫ثبس‬



‫ػـ‬ ‫ـؼـ‬ ‫ـغ‬ ‫ع‬



‫ربة‬ ‫ثـزـبة‬ ‫ثـذ‬ ‫ربد‬



‫طـ‬ ‫ـظـ‬ ‫ـض‬ ‫ص‬



‫ثـبة‬ ‫ثـجـبة‬ ‫ثـت‬ ‫ثبة‬



‫رـ‬ ‫ـزـ‬ ‫ـذ‬ ‫د‬



Copyright © 2011 Yale University



Sounds and Letters



Section 1



Compare letters and words in their printed and handwritten forms.



‫صبة‬



‫ربة‬



‫ثبة‬



‫ثش‬



‫ثذ‬



‫ثت‬



‫ثبثت‬



‫ثجبة‬



‫ثزبة‬



‫ثضبة‬



‫ربد‬



‫ثبس‬



III. The Long Vowels ‫ا ڇ ي‬



There are three long vowels: the ‫ ح‬and ً and ُ. Keep in mind, the ً and the ُ can be used as both vowels and consonants.



Calligraphic image of the letter ‫ح‬



The alif (‫ )ح‬is the first character in the Arabic alphabet. It is a long vowel and sounds like a long aa, as in „cat.‟ The ‫ ح‬is also the bearer of the hamza (‫)ء‬, as in ‫ أ‬and ‫( ا‬we will learn more on this later). The long vowel alif (‫)ح‬, which is pronounced as a long aa, is written from top to bottom.



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Copyright © 2011 Yale University



Section 1



‫ا‬



‫ـب‬



‫ـب‬



Sounds and Letters



‫ا‬



This is how the letter ‫ ح‬is handwritten:



Calligraphic image of the letter



‫ڇ‬



The ً is a long vowel. It is similar to the English pronunciation oo as in „boot.‟



‫ڇ‬



‫ـڈ‬



‫ـڈ‬



‫ڇ‬



This is how the letter ً is handwritten:



Calligraphic image of the letter ‫ي‬



The ُ is a long vowel. It sounds like ee and is similar in pronunciation to the English word „street.‟



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Sounds and Letters



Copyright © 2011 Yale University



‫ي‬



ً‫ـ‬



‫ـٍـ‬



Section 1



‫ٌـ‬



This is how the letter ُ is handwritten:



Again, to repeat, the ‫ ح‬sounds like aa, the ً sounds like oo, and the ُ sounds like ee. These three vowels have different abilities to connect with other letters. The ُ is a connector that connects on both sides, but the vowels ‫ ح‬and ً are not connectors (they do not connect on the left side). When they fall in the middle of the word, the letter after the ‫ ح‬or ً must be written in the initial position. Look at the shapes and examples of the vowels (ُ ً ‫)ح‬. Read aloud.



‫ي‬



‫ڇ‬



‫ا‬



Example



Shape



Example



Shape



Example



Shape



‫ٌبة‬ ‫ثـٍـبة‬ ً‫ثـٍـجـ‬ ‫ثـڈكي‬



‫ّـ‬ ‫ـْـ‬ ِ‫ـ‬ ُ



‫ڇاة‬ ‫ثـڈد‬ ‫ثـڈثڈ‬ ‫ثڈكڇ‬



ً ٌ‫ـ‬ ٌ‫ـ‬ ً



‫اة‬ ‫ثـبثت‬ ‫ڇٌـجـب‬ ‫ثـٍـلا‬



‫ح‬ ‫ـخ‬ ‫ـخ‬ ‫ح‬



 Drill 1: Copy. Pronounce the letters and each word as you write.



‫رخرْـض‬ ____ ‫طٌطخ‬ _____ ‫ػٌطخرخ‬ _____



‫رخد‬ _____ ‫طخص‬ _____ ‫ػخع‬ _____



ٌ‫رٌر‬ _____ ٌ‫طٌط‬ _____ ٌ‫ػٌػ‬ _____



‫رْذ‬ ____ ‫طْض‬ ____ ‫ػْغ‬ _____



‫رخرخ‬ _____ ‫طخطخ‬ _____ ‫ػخػخ‬ _____



‫د‬ ____ ‫ص‬ ____ ‫ع‬ ____ 10



Copyright © 2011 Yale University



Section 1



Sounds and Letters



Activity 1: Read each word aloud then click, listen, and repeat.



‫رـْـذ‬



ِ‫ر‬



‫رٌد‬



ٌ‫رـ‬



‫رخد‬



‫رخ‬



‫طـْـض‬



ِ‫ط‬



‫طٌص‬



ٌ‫طـ‬



‫طخص‬



‫طخ‬



‫ػـْـغ‬



ِ‫ػ‬



‫ػٌع‬



ٌ‫ػـ‬



‫ػخع‬



‫ػخ‬



 Activity 2: Read each word aloud then click, listen, and repeat.



ِ‫ػـ‬ ِ‫ػـْـؼـ‬ ‫ػْغ‬



ٌ‫ػـ‬ ٌ‫ػٌػ‬ ‫ػٌع‬



‫ػـخ‬ ‫ػخػخ‬ ‫ػخع‬



ِ‫طـ‬ ِ‫طـْـظـ‬ ‫طـْـض‬



ٌ‫طـ‬ ٌ‫طٌط‬ ‫طٌص‬



‫طـخ‬ ‫طخطخ‬ ‫طخص‬



ِ‫رـ‬ ِ‫رـْـز‬ ‫رـْـض‬



ٌ‫رـ‬ ٌ‫رٌر‬ ‫رٌص‬



‫رـخ‬ ‫رخرخ‬ ‫رخص‬



 Drill 2: Copy the handwriting style below and read aloud as you write.



_________



_________



__________



_________



_________



________



_________



_________



_________



_________



_________



_________



 Drill 3: Copy. Pronounce the letters and each word as you write.



11



‫رخع‬ _____



‫طخص‬ _____



‫ػخع‬ _____



‫رٌع‬ _____



‫ا‬ ‫رخد‬ _____ ____



ٌ‫طخر‬ _____



‫ػٌد‬ _____



‫طٌص‬ _____



‫طٌطخ‬ _____



‫ڇ‬ ‫رٌع‬ _____ ____



Copyright © 2011 Yale University



Sounds and Letters



ِ‫ّخر‬ _____



‫طـْـض‬ _____



‫ػـْـؼـخ‬ _____



‫رْض‬ _____



Section 1



‫ي‬ ‫ٌّص‬ _____ ____



 Drill 4: Copy the handwriting style below and read aloud as you write.



____________



____________



____________



____________



___________



___________



___________



____________



IV. The Short Vowels: fatha, damma, kasra ‫پخ ڇاٹٶَوح‬ٚ‫ اٹٮزؾخ ڇاٹ‬:‫اٹؾوٵبد‬ In addition to the three long vowels (ُ ً ‫)ح‬, there are also three short vowels. These short vowels are not letters. They are signs placed above or below the letters. Their pronunciation is equal to half the long vowels‟ pronunciation. These short vowels are fatha ( ‫)ــَـ‬, damma ( ‫)ــُـ‬, and kasra ( ‫)ــِـ‬. Each short vowel corresponds to a long vowel: fatha corresponds to ‫حٕٿٲ‬, damma corresponds to ً‫حٿٌح‬, and kasra corresponds to ‫حٿْخء‬.



12



Copyright © 2011 Yale University



Section 1



Sounds and Letters



Fatha - ‫اٹٮزؾخ‬











The fatha (‫ )ــَـ‬is a sign placed above a letter to represent the short vowel a. The combination of the letter ‫ د‬and the fatha sign (‫ )ــَـ‬above it is pronounced ‫د‬ َ „ba.‟ The long vowel alif (‫ )ح‬represents the long vowel aa. Thus, the combination of the letter ‫ د‬and the long vowel ‫ ح‬is pronounced ‫رخ‬ „baa.‟  Activity 1: Read each word aloud then click, listen, and repeat.



َ‫طـخص‬



‫طـخ‬



َ‫طـ‬



َ‫رَخد‬



‫رـخ‬



َ‫رـ‬



ًَ‫ًح‬



‫ًح‬



ًَ



َ‫ػخع‬



‫ػـخ‬



َ‫ػـ‬



ٌ‫رخر‬



‫رخرخ‬



‫رخد‬



ًً‫ًح‬



ًُ‫ًح‬



‫ًحًح‬



 Drill 1: Copy.



‫رخ‬ _____



‫ع‬ َ _____



‫ص‬ َ _____



‫د‬ َ _____



َ ‫ػــَْـ‬ ‫ذ‬ _____



َ ٌَ‫رَـ‬ ‫ص‬ _____



َ ‫َّــخ‬ ‫د‬ _____



‫َّــخ‬ _____







13



Sounds and Letters



Copyright © 2011 Yale University



Section 1



Damma - ‫پخ‬ٚ‫اٹ‬











The damma (‫ )ــُـ‬is a sign placed over a letter to represent the short vowel u. The combination of the letter ‫ د‬plus the damma sign (‫ )ــُـ‬is pronounced ‫د‬ ُ „bu,‟ as in „put.‟ The long vowel ً represents the long vowel uu. Thus, the combination of the letter ‫ د‬plus the long vowel ً is pronounced ٌ‫„ رـ‬buu‟ as in „boot.‟



 Activity 2: Read each word aloud then click, listen, and repeat.



ٌُ‫رٌُر‬ ٌ‫طـُـٌطُـ‬ ٌ‫ػــٌُػُـ‬ ٌٌُّ‫ّـُـ‬



ُ ٌُ‫ر‬ ‫د‬ ُ‫طـُـٌص‬ ُ‫ػــٌُع‬ ٌُُ‫ّـُـ‬



‫رُـ‬ ُ‫طـ‬ ُ‫ػـ‬ ُ ُ







Drill 2: Copy.



‫ُّـٌص‬ ‫رُـٌص‬ ______ ______ ‫َّـظـُـٌد‬ _____



ٌ‫رـ‬ ٌ‫طـ‬ ٌ‫ػـ‬ ٌ‫ُّـ‬



‫رخد‬ _____



ُ‫ع‬ _____



ُ‫ص‬ _____



ُ‫د‬ _____



‫رُـٌص‬ _____



ُ ‫ػـَزَخ‬ ‫ص‬ _____



َ ‫ػخ‬ ‫د‬ _____







14



Copyright © 2011 Yale University



Section 1



Sounds and Letters



Kasra - ‫اٹٶَوح‬











The kasra (‫ )ــِـ‬is a sign placed below a letter to represent the short vowel i. The combination of the letter ‫ د‬and the kasra sign (‫ )ــِـ‬is pronounced „bi‟ as in „bit.‟ The long vowel ُ represents the long vowel ee. Thus, the combination of the letter ‫ د‬and the long vowel ُ is pronounced ِ‫„ رـ‬bee‟ as in „bead.‟



Activity 3: Read each word aloud then click, listen, and repeat.



ًُ ِ‫ػـْـؼ‬



ِ‫رْظ‬



ِ‫ػ‬



‫ع‬ ِ



ُ‫ًحد‬



ًُ‫ًح‬



ِ‫رَخرــ‬



‫ص‬ ِ



ِ‫ر‬



‫د‬ ِ



‫طـٌص‬



ِ‫َّـخػ‬



ِ‫ّخطـ‬



 Drill 3: Copy.



15



ِ َ‫رـ‬ ‫ض‬ _____



‫ع‬ ِ _____



‫ص‬ ِ _____



‫د‬ ِ _____



‫َّــخد‬ _____



ِ ‫رخ‬ ‫ع‬ _____



‫ّخع‬ _____



‫رخص‬ _____



Copyright © 2011 Yale University



Sounds and Letters



Section 1



V. Sukuun ‫اٹَـٶــُڈٿ‬



 ‫ ـــــْـــ‬ Sukuun (‫ )ٓټٌڅ‬means „silence.‟ It is a sign placed above a letter to indicate the absence of any vowel. For example the letter ‫ د‬sounds „ba‟ with fatha, „bu‟ with damma, and „bi‟ with kasra. But with sukuun, the „b‟ has no vowels. Drill 1: See the short vowels and sukuun. Repeat out loud.



ًَ



‫ع‬ َ



‫ص‬ َ



‫د‬ َ



‫ـــَــ‬



ًُ



‫ع‬ ُ



‫ص‬ ُ



‫د‬ ُ



‫ـــُــ‬



‫ع‬ ِ



‫ص‬ ِ



‫د‬ ِ



‫ـــِــ‬



ْ‫ع‬



ْ‫ص‬



ْ‫د‬



‫ـــْــ‬



ًْ



 Drill 2: Copy and read aloud as you write.



ْ ٌ‫رُـ‬ ‫ص‬ _____



ْ ‫ع‬ _____



ْ ‫ص‬ _____



ْ ‫د‬ _____



ُ ٌ‫رُـ‬ ‫ص‬ _____



ْ ‫رَـؼخ‬ ‫ع‬ _____



ْ ‫ػـَزَخ‬ ‫ص‬ ____



ًُ‫َّـخ‬ ____



 Drill 3: Copy the handwriting style below and read aloud as you write.



_______



_______



______



______ 16



Copyright © 2011 Yale University



Section 1



_______



_______



_______



Sounds and Letters



_______



 Drill 4: Join the letters into words. Include the vowels.



= ‫ ص‬+ ُ ْ + ‫د‬ َ = ‫د‬ َ + ‫ ح‬+ ‫ص‬ َ = ُ‫ د‬+ ‫ ح‬+ ‫د‬ َ = ُ + + = ُ + ‫ د‬+



‫ ح‬+ ًَ ‫ ح‬+ ‫د‬



-6 -7 -8 -9 - 10



= ْ‫ ع‬+ ً + ُ‫ ع‬+ = ُ‫ ص‬+ ً + = ُ + ‫د‬ ِ + ًْ + = ُ‫ ص‬+ ‫د‬ ِ + ‫ ح‬+



ُ‫د‬ ُ‫ص‬ ‫ع‬ َ ‫ع‬ َ = ‫ص‬ ْ + ً + ُُ + ُ‫د‬



 Activity 1: Read each word aloud then click, listen, and repeat.



‫رَـخرَـخ‬ ُ‫ػـخرـض‬ َ‫ػـخد‬



ٌُ‫رَـخر‬ ُ‫رَخص‬ ِ‫ػـَــٌْر‬



ِ‫رَـخر‬ ‫ػــُـزٌُص‬ ِ‫ػــٌَْد‬



ُ ‫رَـخ‬ ‫د‬ ِ‫ًحػ‬ َ‫ػــٌَْد‬



Love - ‫اٹؾُت‬



17



‫ض‬ ُ ْ ‫َر‬ ًُ‫رخ‬ ُ‫ػــٌَْد‬



ْ ٌُ‫ر‬ ‫ص‬ ِ‫رٌَحر‬ ْ‫ػِـَْـخد‬



ْ ‫رَخ‬ ‫ص‬ ِ‫رُـُْـٌطِــ‬ ْ‫ػــٌََحد‬



-1 -2 -3 -4 -5



Copyright © 2011 Yale University



Sounds and Letters



Section 1



Unit Two ‫اٹـڈؽلح اٹضبځٍخ‬ I. Letters ‫ك م‬



Calligraphic image of the letter



‫ك‬



The letter ‫ ى‬sounds similar to the English letter d. The difference is that the tip of the tongue touches the upper teeth to pronounce properly.



‫ك‬



‫ـل‬



‫ـل‬



‫ك‬



This is how the handwritten letter looks:



 Drill 1: Copy and read aloud as you write. Read aloud.



‫ىحى‬ ‫ِى‬ ُ‫ى‬ ‫َى‬ ْ‫ى‬ ______ ______ ______ ______ ______ ْ ‫ىح‬ ‫ع‬ َ‫ىََّـذ‬ َ‫رَـْْـي‬ ُ‫رُـٌى‬ ‫ىّي‬ ______ ______ ______ ______ ______



18



Copyright © 2011 Yale University



Section 1



Sounds and Letters



ًَ َ‫رَي‬ ‫ىًرخ‬ ً‫ىًى‬ ُ‫ىًُص‬ ‫ىّزخ‬ ______ ______ ______ ______ ______



Calligraphic image of the letter



‫م‬



The letter ً represents the same sound of the voiced English th, as in „this.‟ Both letters ‫ ى‬and ً are not connectors (they do not connect on the left side). Therefore, when they are in a middle position the letter that follows must be in the initial position. Both letters are similar in writing and have the same shape. The only difference between them is the dot on the top of the letter ً.



‫م‬



‫ـن‬



‫ـن‬



‫م‬



This is how the handwritten ً looks:



Look at the shapes and examples of letters ‫ ى‬and ً. Read aloud.



‫م‬



19



‫ك‬



Example



Shape



Example



Shape



‫ماة‬ ‫ثـنڇم‬ ‫ثـٍـن‬ ‫ثبم‬



ً ٌ‫ـ‬ ٌ‫ـ‬ ً



‫كاة‬ ‫ثـُلڇك‬ ‫ثـٍـل‬ ‫ثبك‬



‫ى‬ ‫ـي‬ ‫ـي‬ ‫ى‬



Copyright © 2011 Yale University



Sounds and Letters



Section 1



Activity 1: Read each word aloud then click, listen, and repeat.



‫ىّـ ِي‬ ُ‫ىحى‬



‫ىً ُى‬ ‫ُىًرخ‬



‫ىح َى‬ ُ‫ىًَْى‬



‫ِى‬ ُ‫ىّي‬



‫ُى‬ ً‫ىًى‬



‫َى‬ ‫ىحىح‬



ًُ‫ًح‬ ًُ



ًًً ًً



ً‫ًح‬ ‫د‬ ُ ‫ً ُرخ‬



ًِ ًٌُّ



ًُ ًًًً



ًَ ‫ًحًح‬



 Drill 2: Copy. Pronounce the letters and each word as you write.



ٌ‫رُـ‬ ٌ‫رَـ‬ ًً ‫ًح‬ ًُِ ______ ______ ______ ______ ______ ٌ‫َّــ‬ ٌِ‫َّــ‬ ًِ‫ّـَـخ‬ ُ‫رخى‬ ًٌُّ ______ ______ ______ ______ ______ ًًُ‫ى‬ ‫ًحًح‬ ًٌُ‫َّـ‬ ُ‫ًَىحى‬ ُِ‫رَـٌحى‬ ______ ______ ______ ______ ______   Drill 3: Join the letters into words and include all the vowels.



= ُ + = = = ُ + = ‫ ح‬+



‫ى‬ ‫د‬ َ ‫َى‬ ‫ِى‬ ‫د‬



+ ُ + ‫ ى‬-6 + ‫ ح‬+ ً -7 + ‫ ح‬+ ‫د‬ َ -8 + ‫ ح‬+ ًَ - 9 + ‫ ح‬+ ‫ د‬- 10



= ُ‫ى‬



+ ً + ‫ ح‬+ ‫َى‬ = ‫ ى‬+ ً + ُ‫ى‬ = ‫ د‬+ ً + ً = ‫ د‬+ ‫ ح‬+ ‫د‬ َ + ًُ = ‫ ى‬+ ُ + ‫د‬



-1 -2 -3 -4 -5



 



20



Copyright © 2011 Yale University



Section 1



Sounds and Letters



Drill 4: Copy the following handwritten words. Read aloud as you write.



______



______



______



______



______



______



______



______



II. Letters ‫ه ى‬



Calligraphic image of the letter



‫ه‬



The Arabic consonant ٍ is not like the English r. It is produced by a quick succession of several flaps with the tip of the tongue turned back. It is similar in pronunciation to the Spanish „r‟ as in „caro‟ (expensive).



‫ه‬



‫ـو‬



This is how the handwritten ٍ looks:



21



‫ـو‬



‫ه‬



Copyright © 2011 Yale University



Sounds and Letters



Section 1



Drill 1: Copy and read aloud as you write.



ٍ‫ٍح‬ ______



ٍ ______



ٍُ ______



ٍَ ______



ٍْ ______



‫ٍحرخ‬ ______



ًًٍٍ ______



َ ‫ٍََّـ‬ ‫ذ‬ ______



ٍُ ًْ ٍَ ______



ٍَّ ______



Calligraphic image of the letter



‫ى‬



The Arabic consonant ُ is pronounced like the English z as in „zoo.‟



‫ى‬



‫ـي‬



‫ـي‬



‫ى‬



This is how the handwritten ُ looks:



Drill 2: Copy and read each word aloud.



‫َُّْـي‬ َُّ ًُ ‫ُح‬ ُُ ______ ______ ______ ______ ______ ُ‫رخ‬ ُِّ ٍُُْ ًٍُ ‫ُحُح‬ ______ ______ ______ ______ ______



22



Copyright © 2011 Yale University



Section 1



Sounds and Letters



Both letters ٍ and ُ do not connect on the left side. They are like the nonconnector letters ‫ ا ً ى‬and ً; when they are in a middle position they must be followed by a letter written in the initial position. Both ٍ and ُ are similar in writing and have the same shape. The only difference between the two letters is the dot on top of ُ. While the ‫ ى‬and ً turn down and finish along the line, the tail of the letters ٍ and ُ is below the line. Compare the shapes and examples of the letters ٍ and ُ. Read aloud.



‫ى‬



‫ه‬



Example



Shape



Example



Shape



‫ىاة‬ ‫ثُـيڇى‬ ‫ثـٍـي‬ ‫ثبى‬



ُ ِ‫ـ‬ ِ‫ـ‬ ُ



‫هاة‬ ‫ثـُوڇه‬ ‫ثـٍـو‬ ‫ثبه‬



ٍ َ‫ـ‬ َ‫ـ‬ ٍ



 Activity 1: Read each word aloud then click, listen, and repeat.



َ‫ٍّـ‬



ًٍٍ



ٍ‫ٍح‬



ٍُ‫ٍح‬



‫ًٍُرخ‬



ًٍٍَُْ



ُُ‫ُح‬



ًُُ



ُ‫ُح‬



ُُ



ًُ



‫ًٍُُرخ‬



ٍَُّ



ُُِّ 



23



ٍُ



ٍَ



ًًٍٍ



‫ٍحٍح‬



ُُ



َُ



ًًُُ



‫ُحُح‬



Copyright © 2011 Yale University



Sounds and Letters



Section 1



Drill 3: Join the letters into words and include all vowels.



= = = = =



ٍَ ‫د‬ َ ‫َى‬ ُ ‫ص‬



+ + + + +



‫ح‬ ‫ح‬ ‫ح‬ ‫ح‬ ‫ح‬



+ + + + +



َُ ً ُ ُ ُ



= = = = =



-6 -7 -8 -9 - 10



ٍ ُ ٍ ُ ُ



+ + + + +



‫ح‬ ً ًْ ‫ح‬ ُ



+ + + + +



ٍ ٍ َُ ‫د‬ َ ُ



-1 -2 -3 -4 -5



 Drill 4: Copy the handwriting style below and read aloud as you write.



______ ______ ______ ______ ______ ______ ______ ______ ______ ______



III. Letters ‫ط ػ ؿ‬



Calligraphic image of the letter



‫ط‬



24



Section 1



Copyright © 2011 Yale University



Sounds and Letters



The letter ‫ ؽ‬is pronounced like the English letter „j‟ as in „judge.‟ However, there is a slight variation in the pronunciation. The pronunciation of the letter ‫ ؽ‬is found in a mix of the English letters „j‟ as in „judge,‟ „s‟ as in „pleasure,‟ and „z‟ as in „azure.‟ In most parts of Egypt ‫ ؽ‬is pronounced „g‟ as in „girl.‟



‫ط‬



‫عـ ـغـ ـظ‬



See how the letter is handwritten:



Drill 1: Copy and read each word aloud.



ِ‫ىحؿ‬ ‫ؿٌٍؽ‬ ٌ‫ؿ‬ ٍُ‫ؿخ‬ ‫ؿخ‬ ______ ______ ______ ______ ______



Calligraphic image of the letter



‫ػ‬



The letter ‫ ف‬has no equivalent in English. It is a voiceless consonant, in which the vocal cords do not vibrate. The h in English is closest in sound to the letter ‫ف‬. The ‫ ف‬is referred by students as the „big h‟ because it is similar to the letter „h‟ but starts further back in the throat.



‫ػ‬ 25



‫ـؼ‬



‫ـؾـ‬



‫ؽـ‬



Sounds and Letters



Copyright © 2011 Yale University



Section 1



See how the letter is handwritten:



 Drill 2: Copy.



ِ‫ىحك‬ ‫كٌص‬ ٌ‫ك‬ ‫كخى‬ ‫كخ‬ ______ ______ ______ ______ ______



Calligraphic image of the letter ‫ؿ‬



The letter ‫ م‬has no equivalent in English. It is similar to the German „ch‟ as in „Bach.‟ It is formed in the uvula and the back of the tongue.



‫ؿ‬



‫فـ ـقـ ــ‬



See how the letter is handwritten:



Drill 3: Copy.



ِ‫ىحه‬ ٌٍ‫ه‬ ٌ‫ه‬ ‫هخم‬ ‫هخ‬ ______ ______ ______ ______ ______ 26



Copyright © 2011 Yale University



Section 1



Sounds and Letters



Compare the shapes and examples of the letters ‫ ف م‬and ‫ؽ‬.



‫ؿ‬



‫ػ‬



‫ط‬



Example



Shape



Example



Shape



Example



Shape



‫فبه‬ ‫ثقـو‬ ‫كٌــ‬ ‫كاؿ‬



‫هـ‬ ‫ـوـ‬ ‫ـن‬ ‫م‬



‫ؽبه‬ ‫ثؾــو‬ ‫كٌـؼ‬ ‫كاػ‬



‫كـ‬ ‫ـلـ‬ ‫ـق‬ ‫ف‬



‫عبه‬ ‫ثغــو‬ ‫كٌـظ‬ ‫عبط‬



‫ؿـ‬ ‫ـــ‬ ‫ـؾ‬ ‫ؽ‬



 Activity 1: Read each word aloud then click, listen, and repeat.



‫ؿٌٍؽ‬



ٌ‫ؿخؿ‬



‫رٌؽ‬



‫ؿٌد‬



‫ؿخد‬



‫ؿخ‬



َ‫َرلْـ‬



ِ‫كخك‬



‫طٌف‬



‫كٌص‬



‫كخص‬



‫كخ‬



ٌٍُ‫ه‬



ِ‫هْو‬



‫ػٌم‬



‫هـٌع‬



‫هخع‬



‫هخ‬



 Drill 4: Join the letters into words and include all vowels.



= ُ + = ‫ د‬+ = = =



ٍ ‫ح‬ ‫ع‬ َ ٍُ ‫ف‬ َ



+ ً + ُ‫ م‬- 6 + ‫ف‬ َ + ٍَ - 7 + ٍ َ + ‫ف‬ َ -8 + ُْ + ‫م‬ َ -9 + ‫ ح‬+ ٍ َ - 10 



27



= ُ + = ‫ ؽ‬+ = = ٍ + = ‫ ؽ‬+



ٍ ٍ ‫ص‬ ُ ‫ح‬



+ + + + +



‫ح‬ ً ً ‫د‬ ِ ‫ؽ‬ َ



+ + + + +



‫ؽ‬ َ ُ‫ؽ‬ ُ‫ف‬ ‫م‬ َ ‫َى‬



-1 -2 -3 -4 -5



Sounds and Letters



Copyright © 2011 Yale University



Section 1



Drill 5: Copy the handwriting style below and read aloud as you write.



______ ______ ______ ______ ______



______ ______ ______ ______ ______



Passion - ‫ٽؾجخ‬



28



Copyright © 2011 Yale University



Section Two ً‫اٹٲَټ اٹضبځ‬



Lessons 1 - 21



Arabic calligraphy: Knowledge is light - ٌٍ‫ن‬



‫ڀڂ‬٬‫حٿ‬



Copyright © 2011 Yale University



Lesson One Where Are You From?



Figure 1.1 - Claremont McKenna College, California



88



Copyright © 2011 Yale University



Section 2



Lesson One Contents Vocabulary - ‫حٿڄٴَىحص‬ Words and Expressions - َْ‫خر‬٬‫ٻڀڄخص ًط‬ Basic Text - ِٓ‫ حٕٓخ‬ٚ‫حٿن‬  Ilham and Abdulaziz - ِِّ٬‫زي حٿ‬٫ً ‫اٿيخځ‬



Grammar - ‫ي‬٫‫حٿٸٌح‬ 1. The Definite Article - ‫َّٲ‬٬‫أىحس حٿظ‬ Activity 1 2. Gender of Nouns - ‫حٿڄٌٻَ ًحٿڄئنغ‬ Activity 2 3. Independent Personal Pronouns - ‫ڀش‬ٜ‫ حٿڄنٴ‬٪‫ڄخثَ حٿَٳ‬ٟ Activity 3



Comprehension Text - ‫خد‬٬ْ‫حٿٴيڂ ًحالٓظ‬  Are You a Student? - ‫خٿذ؟‬٣ ‫ىپ أنض‬



Let‟s Speak Arabic - ‫حٿڄلخىػش‬  Food - ‫خځ‬٬٤‫حٿ‬



Window into Arab Culture - ‫َرْش‬٬‫ڃن حٿؼٸخٳش حٿ‬  Arabic Love Poems - ‫َرْش‬٫ ‫خثي كذ‬ٜ‫ٷ‬



89



Lesson 1



Copyright © 2011 Yale University



Lesson 1



Section 2



‫اٹپٮوكاد‬ Vocabulary how from where in yes student (m.s.) student (f.s.) what but okay, agreeable state big, large kind city



‫ٲ‬ َ ‫ٻَـ ْـ‬ ْ‫ڃِن‬ ‫ن‬ َ ‫أّْـ‬ ِ‫ِٳ‬ ‫ڂ‬٬َ ‫نَـ‬ ٌ‫خٿِذ‬٣ ٌ ‫خٿِـ َزش‬٣ ‫َڃخًح‬ ْ‫ٿـ ِټـن‬ ‫ِْذ‬٣ ‫ًالَّش‬ ‫ ٻـَزَْس‬-َْ‫ٻـَز‬ ‫ْٴش‬٤َ‫ ٿـ‬- ‫ْٲ‬٤َ‫ٿـ‬ ‫ڃَيّنش‬



what Definite Article hello name my name I you (m.s.) you (f.s.) and thank you I go professor teacher Interrogative Particle



‫َڃخ‬ ‫حٿـ‬ ً‫كزخ‬ َ َْ‫َڃ‬ ٌ‫ِحْٓـڂ‬ ِ‫ِحْٓـ ِڄ‬ ‫أنخ‬ َ‫أنض‬ ِ‫أنض‬ ًَ ً‫ٗټـَْح‬ ُ ‫ذ‬ ُ َ‫أًى‬ ‫ أٓظخًس‬- ً‫أٓظخ‬ ‫ ڃُيٍَِٓش‬- ٍِّ‫ڃُ َي‬ ْ‫َىـپ‬



 ‫بثٍو‬٦‫ٵٺپبد ڇر‬ Words and Expressions َ ًَ ‫أىْال‬ Welcome! Hello! ‫ٓيْال‬ So long! good-bye What is your (m.s.) name? What is your (f.s.) name? How are you? very good, praise be to God delighted, honored excellent



‫اٿَ حٿڀٸخء‬ ‫ حٿَٔالڃش‬٪َ ‫َڃ‬ ‫ڃخ حْٓ ُڄٺَ؟‬ ‫ڃخ حْٓ ُڄٺِ؟‬ ‫ٲ حٿلَخٽُ؟‬ َ ‫ٻَـ ْـ‬ ‫ حٿلَڄْـ ُي هلل‬،َ‫روَ ْـ‬ ‫٘ ََٳـْنخ‬ َ ‫طَـ‬ ‫ ُڃڄْـظخُس‬-ُ‫ُڃڄْـظخ‬ 90



Section 2



Copyright © 2011 Yale University



Where are you (m.s.) from? Where are you (f.s.) from? the state of California United States of America I study economics Are you a student (m.s.)? Are you a student (f.s.)? What do you (m.s.) study? What do you (f.s.) study? international relations I am in a hurry I am sorry (m.s.) I am sorry (f.s.) I must go now Kingdom of Saudi Arabia Jordan English literature



‫ن أنـْضَ؟‬ َ ‫ِڃنْ أّْـ‬ ‫ن أنضِ؟‬ َ ّْ‫ِڃنْ أ‬ ‫ًِالَّش ٻخٿْٴٌٍنْخ‬ ‫ل َيس حٕڃَّْټِـَْش‬ ِ ‫حٿٌالَّخصُ حٿڄُظَـ‬ ِ ‫خى‬ٜ َ ‫ّ حالٷـ ِظ‬ ُ ٍُ ْ‫أنخ أى‬ ‫خٿِذٌ؟‬٣ َ‫َىـپْ أنض‬ ‫خٿِـ َزش؟‬٣ ِ‫َىپْ أنض‬ ‫ڃخًح طَـيْ ٍُُّ؟‬ ‫ٓـْنَ؟‬ ِ ٍُ ْ‫ڃخًح طَـي‬ ‫َالٷخصُ حٿيًَُٿِـَْش‬٬‫حٿ‬ ‫َـَڀش‬٫ َ‫ڀَـ‬٫ َ ‫أنخ‬ ‫أنخ آِٓـٲ‬ ‫أنخ آِٓـٴش‬ َ‫ذ حٓڅ‬ َ َ‫ذ أڅْ أًى‬ ُ ‫َّـِـ‬ ‫ٌُىِ َّش‬٬ُٔ‫َ ََرَْش حٿ‬٬‫حٿ َڄڄْڀَـټَـش حٿ‬ ‫څ‬ ُ ‫حٍْٕ ُى‬ ُِْ‫د حٗنـْټڀِـ‬ ُ َ‫حٕى‬



God -



91



‫اهلل‬



Lesson 1



‫‪Copyright © 2011 Yale University‬‬



‫‪Section 2‬‬



‫اٹڂٔ األٍبًٍ‪ :‬إٹچبٻ ڇ‪٥‬جل اٹ‪٦‬يٌي‬ ‫‪Basic Text: Ilham and Abdulaziz‬‬ ‫ك َزـ ًخ‪.‬‬ ‫إٹچبٻ‪َ :‬ڃَْ َ‬ ‫ٓيْال‪.‬‬ ‫كزَــخ‪ ،‬أىْال ًَ َ‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪َ :‬ڃَْ َ‬ ‫إٹچبٻ‪ :‬ڃخ حْٓـ ُڄٺَ؟‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬أنخ حْٓـ ِڄِ ‪٫‬زي حٿ‪ً .ِِّ٬‬أنضِ ڃخ حْٓـ ُڄٺِ؟‬ ‫إٹچبٻ‪ :‬أنخ حْٓ ِڄِ اٿيخځ‪.‬‬ ‫ٲ حٿلَخٽُ؟‬ ‫٘ـ ََٳـْنَـخ‪ ،‬ٻَـ ْـ َ‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬طَـ َ‬ ‫ٲ حٿلَـخٽُ؟‬ ‫هلل‪ًَ ،‬ٻَـ ْـ َ‬ ‫وـ ْـَ‪ ،‬حٿلَـڄْـيُ ِ‬ ‫إٹچبٻ‪ :‬أنخ رِـ َ‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬حٿلَڄْـيُ هلل‪ ،‬ڃُڄْـظخُ‪ُٗ ،‬ټـْـًَح‪.‬‬ ‫ن أنضَ؟‬ ‫إٹچبٻ‪ِ :‬ڃـنْ أّْـ َ‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬أنخ ِڃن حٿڄَڄْڀَـټَـ ِش حٿ‪ََ َ٬‬رَْ ِش حٿُٔ‪ٌُ٬‬ىِ َّشِ‪ًَ ،‬ڃِنْ أّْنَ أنضِ؟‬ ‫ل َي ِس حٕڃَّْټِـ َْ ِش‪.‬‬ ‫إٹچبٻ‪ :‬أنخ ِڃن حٿٌالَّخصِ حٿڄُظَـ ِ‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ِ :‬ڃنْ أُِ ًالَّـ ٍش أنضِ؟‬ ‫إٹچبٻ‪ :‬أنخ ِڃنْ ًالَّـ ِش ٻخٿْٴٌٍنْخ‪.‬‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ِ :‬ڃنْ أُِ َڃ ِيّنَـشٍ؟‬ ‫إٹچبٻ‪ :‬أنخ ِڃنْ َڃيّنشِ ٓخنظخ ڃٌنْټخ‪ .‬ىپ أنضَ ‪٣‬خٿِـذٌ؟‬ ‫ذ حٓڅَ‪.‬‬ ‫‪٫‬ـَڀـَش‪َّ ،‬ـِـذُ أڅْ أًىَ َ‬ ‫‪٫‬ڀَ َ‬ ‫ذ ٿټِنْ‪ ،‬أنخ آِٓـٲٌ‪ ،‬أنخ َ‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬نَـ َ‪٬‬ڂ‪ ،‬أنخ ‪٣‬خٿِـ ٌ‬ ‫إٹچبٻ‪ِْ٣ :‬ذ‪ ،‬اٿَ حٿڀٸخءِ‪.‬‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬اٿَ حٿڀٸخءِ‪َ ،‬ڃ َ‪ ٪‬حٿَٔـالڃَ ِش‪.‬‬



‫‪‬‬ ‫‪92‬‬



‫‪Lesson 1‬‬



Section 2



Copyright © 2011 Yale University



Lesson 1



‫ل‬٥‫اٹٲڈا‬ Grammar 1. The Definite Article -



‫ أداح انزعزٌف‬:‫انـ‬



The definite article in Arabic is ‫حٿـ‬, and it is written as the prefix of the word it modifies. For example, an indefinite word like ‫„ ڃيّنش‬a city‟ becomes definite ‫„ حٿڄيّنش‬the city‟ when prefixed by ‫حٿـ‬. All words with ‫ حٿـ‬are definite, but there are words without ‫ حٿـ‬that are also definite. These include all proper nouns, names of cities, and names of countries. For example َٜ‫ ڃ‬،‫ رًَْص‬،‫ ٍّڂ‬،‫ ؿخٓڂ‬are all definite without the definite article. Later, we will learn that nouns without the definite article become definite in the idafa )‫خٳش‬ٟٗ‫ )ح‬construction. Activity 1: Change all the indefinite nouns to definite by adding the definite article. Listen and speak aloud.



‫خٿذ‬٤‫حٿ‬ ‫خٿزش‬٤‫حٿ‬ ‫حالٓڂ‬ ‫حٿلخٽ‬ ‫حٿڄيّنش‬ ‫حٿٌالّش‬



= = = = = =



‫خٿذ‬٣ ‫خٿزش‬٣ ‫حٓڂ‬ ‫كخٽ‬ ‫ڃيّنش‬ ‫ًالّش‬



+ + + + + +



‫حٿـ‬ ‫حٿـ‬ ‫حٿـ‬ ‫حٿـ‬ ‫حٿـ‬ ‫حٿـ‬







2. Gender of Nouns - ‫انًذكز وانًؤَث‬ Arabic nouns are either masculine or feminine. Arabic has no neutral gender. The gender of each Arabic word must be learned and memorized. In general, the feminine noun is formed from the masculine noun by adding the feminine suffix (‫ )س‬at the end of the word, such as:



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Lesson 1



Section 2



Fem. Noun/Adjective



Masc. Noun/Adjective



‫خٿزش‬٣ ‫أٓظخًس‬ ‫ؿڄْڀش‬ ‫ٻزَْس‬



‫خٿذ‬٣ ً‫أٓظخ‬ ‫ؿڄْپ‬ َْ‫ٻز‬



While it is very common to use the feminine suffix (‫ )س‬to derive a feminine noun from a masculine noun, there are some words that do not follow this pattern. For example, some nouns are feminine without having the feminine suffix, such as ٌ‫„ أځ‬mother‟ and ‫„ أهض‬sister.‟ There are also feminine nouns with no masculine counterpart such as ‫ٔش‬ َ ِ‫„ آن‬Miss‟ and masculine nouns with no feminine counterpart like ‫„ اڃَخځ‬Imam.‟ Many parts of the body that occur in pairs are feminine without a feminine suffix, as in ٌ‫ ْن‬٫ َ „eye‟ and ‫„ َّـي‬hand.‟ There are also words that are feminine َ „war.‟ by usage, as in ٍ‫„ نخ‬fire‟ and ‫كَْد‬ The feminine suffix (‫ )س‬could occur in words which do not have a masculine form, as in ‫„ ڃيّنش‬city,‟ and in words that are masculine, as in ‫„ هڀْٴش‬caliph.‟ َ „desert,‟ or end in َ‫ـ‬, as in ٍَ‫ًِٻ‬ Words that end with ‫ـخء‬, as in ‫لَْحء‬ٛ „remembrance,‟ are usually feminine. Learning the gender of Arabic nouns is important in order to speak and write correctly. Feminine nouns require feminine pronouns and feminine adjectives. Verbs that refer to a feminine subject must agree with the feminine gender as well. For example:



‫َرْش‬٬‫حٿڀٰش حٿ‬



ٍّ‫طي‬



ِ‫ًى‬



the Arabic language



she studies



and she



‫أڃَّټْش‬



‫خٿزش‬٣



an American a student (f.s.) (f.s.)



‫اٿيخځ‬ Ilham



Ilham is an American student; she studies the Arabic language. Similarly, masculine nouns are replaced by masculine pronouns and are modified by masculine adjectives. Naturally, the verbs that refer to a masculine subject must agree with the masculine gender as well.



94



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Lesson 1



Names of cities are all feminine, and names of countries are almost all feminine with a few exceptions: ‫َحٵ‬٬‫„ حٿ‬Iraq,‟ ‫„ حٿڄَٰد‬Morocco,‟ ‫ٿزنخڅ‬ „Lebanon,‟ ‫„ حٍٕىڅ‬Jordan,‟ and ‫„ حٿٌٔىحڅ‬Sudan‟ are all masculine nouns. (See Appendix for a full list of Arab countries and their capital cities.) We will learn the Arabic nouns and their genders as we progress. For now, let‟s learn how to use the feminine suffix (‫ )س‬to derive a feminine noun from the corresponding masculine form. Activity 2: Change the masculine nouns to feminine nouns by adding the feminine suffix.



‫خٿزش‬٣ ‫ُڃ َيٍِٓش‬ ‫أٓظخًس‬ ‫ڃڄظخُس‬ ‫أڃَّټْش‬ ‫ٻٌّظْش‬ ‫ْٴش‬٤‫ٿ‬



= = = = = = =



‫س‬ ‫س‬ ‫س‬ ‫س‬ ‫س‬ ‫س‬ ‫س‬



+ + + + + + +



‫خٿذ‬٣ ٍِّ‫ُڃ َي‬ ً‫أٓظخ‬ ُ‫ُڃڄْظخ‬ ِ‫أڃَّټ‬ ِ‫ٻٌّظ‬ ‫ْٲ‬٤‫ٿ‬



Figure 1.2 - Narrated by Abdulaziz Abu Sag and Dhekra Toumi



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Copyright © 2011 Yale University



Lesson 1



Section 2



3. The Independent Nominative Personal Pronouns



‫ اٹپڂٮٖٺخ‬٤‫پبئو اٹو٭‬ٙ Below is a complete chart of the independent nominative personal pronouns in the Arabic language. Some pronouns have not been introduced in this lesson but will be introduced in the next few chapters. It is best to learn all the independent nominative personal pronouns together. Activity 3: Repeat aloud all the pronouns and their examples. Example



ِ‫ڀ‬٫ ٌ‫ى‬ ‫ىِ ٍّڂ‬ ‫ڀِ ًڃلڄي‬٫ ‫ىڄخ‬ ‫ىڄخ ٍّڂ ًڃَّڂ‬ ‫ڀِ ًڃلڄي ًهخٿي‬٫ ‫ىـڂ‬ ‫ڄش ًهيّـش‬٣‫ىـنَ ٍّڂ ًٳخ‬ ‫خىٽ‬٫ َ‫أنض‬ ‫أنضِ ڃَّڂ‬ ‫ڀِ ًڃلڄي‬٫ ‫أنظڄخ‬ ‫ڄش‬٣‫أنظڄخ ٍّڂ ًٳخ‬ ‫خڅ ًأكڄي‬٤‫ڀِ ًٓڀ‬٫ ‫أنظڂ‬ ‫ڄش ًهيّـش‬٣‫أنظنَ ٍّڂ ًٳخ‬ ِ‫ڀ‬٫ ‫أنخ‬ ‫ڄش‬٣‫ڀِ ًڃلڄي ًٳخ‬٫ ُ‫نلن‬



Pronoun



ٌَ ‫ُى‬ ِ َ ‫ِى‬ ‫ُى َڄخ‬ ‫ُى َڄخ‬ ْ‫ُىـڂ‬ َ‫ُىـن‬ َ‫أنض‬ ِ‫أنض‬ ‫أنـْظُـ َڄخ‬ ‫أنـْظُـ َڄخ‬ ‫أنـْظُـڂ‬ ‫ن‬ َ ‫أنـْظُـ‬ ‫أنخ‬ ‫ن‬ ُ ْ‫َنل‬



Meaning He She They (m. dual) They (f. dual) They (m. plural) They (f. plural) You (m.s.) You (f.s.) You (m. dual) You (f. dual) You (m. plural) You (f. plural) I We



Figure 1.3 - Narrated by Hala Nazzal and Faisal Al-Salloum



96



‫‪Copyright © 2011 Yale University‬‬



‫‪Lesson 1‬‬



‫‪Section 2‬‬



‫اٹٮچټ ڇاالٍزٍ‪٦‬بة‪ :‬څٸ أځذ ‪ٝ‬بٹت؟‬ ‫?‪Comprehension Text: Are You a Student‬‬ ‫ك َزـخ‪.‬‬ ‫أٽٍوح‪َ :‬ڃَْ َ‬ ‫‪ِ ٛ‬يّٶُ ‪٫‬زيِ حٿ‪.ِِّ٬‬‬ ‫‪٫‬خىِٽ‪ ،‬أنخ َ‬ ‫‪٥‬بكٷ‪ :‬ڃَكزخ‪ ،‬أنخ حٓڄِ َ‬ ‫أٽٍوح‪ :‬طَ٘ٳنخ‪ ،‬أنخ أڃَْس‪ ،‬أنخ ‪ٛ‬يّٸش ُ اٿيخځ‪ .‬ٻْٲَ حٿلَخٽُ؟‬ ‫كخٿٺِ؟‬ ‫‪٥‬بكٷ‪ :‬حٿلڄيُ هلل‪ ،‬ڃڄظخُ‪ً ،‬ٻْٲَ َ‬ ‫ن أنضَ؟‬ ‫أٽٍوح‪ :‬أنخ رؤٿٲِ هَـ ْـَ‪ ،‬حٿلَڄْـيُ هلل‪ِ .‬ڃنْ أّْـ َ‬ ‫‪٥‬بكٷ‪ :‬أنخ ِڃن حٿټٌّض‪ً .‬ڃِن أّنَ أنضِ؟‬ ‫أٽٍوح‪ :‬أنخ ِڃن حٍٕىڅِ‪.‬‬ ‫‪٥‬بكٷ‪ِ :‬ڃنْ أُِ َڃيّنشٍ؟‬ ‫أٽٍوح‪ :‬أنخ ِڃنْ َڃيّنَـ ِش ‪َ٫‬ڄَـخڅ‪.‬‬ ‫‪٥‬بكٷ‪َ :‬ىـپْ أنضِ ‪٣‬خٿزش؟‬ ‫أٽٍوح‪ :‬نَـ َ‪٬‬ڂ‪ ،‬أنخ ‪٣‬خٿزش‪َ ،‬ىـپْ أنضَ ‪٣‬خٿذٌ؟‬ ‫ٓـْنَ؟‬ ‫ٺ‪ .‬ڃخًح طَـيٍُْ ِ‬ ‫ذ ٻٌٿِ َ‬ ‫‪٥‬بكٷ‪ :‬ن‪٬‬ڂ‪ .‬أنخ ‪٣‬خٿِـ ٌ‬ ‫أٽٍوح‪ :‬أنخ أىٍُُّْ حٿ‪َ٬‬الٷخصِ حٿيُ ًَِٿـَْش‪ً .‬أنضَ ڃخًح طَـيٍُُّْ؟‬ ‫د حٗنټڀُِْ‪.‬‬ ‫‪٥‬بكٷ‪ :‬أنخ أىٍُُّْ حٕىَ َ‬ ‫ذ حٓڅَ‪.‬‬ ‫‪٫‬ـَڀش‪َّ ،‬ـْذُ أڅْ أًىَـ َ‬ ‫أٽٍوح‪ :‬أنخ آِٓـٴش‪ ،‬أنخ ‪٫‬ڀَ َ‬ ‫‪٥‬بكٷ‪ِْ٣ :‬ذ‪ِْ٣ ،‬ذ‪ ،‬اٿَ حٿڀٸخء‪.‬‬ ‫أٽٍوح‪ :‬اٿَ حٿڀٸخءِ‪ ،‬ڃ‪ ٪‬حٿَٔـالڃَش‪.‬‬



‫‪‬‬ ‫‪97‬‬



Lesson 1



Copyright © 2011 Yale University



Section 2



‫بثٍو‬٦‫ٵٺپبد ڇر‬ Words and Expressions one thousand ٌ‫أٿـْٲ‬ I am very well َ‫أنخ رؤٿٲِ هَـ ْـ‬  Drill 1: Fill in the blanks with the correct words from the comprehension text.



_____ ‫يّٸش‬ٛ ِ‫ أڃَْس ى‬._____ ‫ ىٌ ڃن‬.ِِّ٬‫زي حٿ‬٫ _____ ٌ‫خىٽ ى‬٫ ._____ ٍّ‫ ًىِ طي‬، ‫خٿزش‬٣ ِ‫ أڃَْس ى‬._____ ِ‫ڄّخڅ ٳ‬٫ _____ ‫ًىِ ڃن‬ .‫خىٽ ىٌ _____ ٻٌٿٺ ًىٌ ّيٍّ _____ ٳِ أڃَّټخ‬٫  Drill 2: Translate into English.



.‫خىٽ ىٌ ڃن ڃيّنش حٿټٌّض ٳِ حٿټٌّض‬٫ .ِ‫ڄَخڅ ىِ ڃيّنش ٳِ حٍٕىڅ‬٫ .ِِّ٬‫زي حٿ‬٫ ‫يّٶ‬ٛ ٌ‫خىٽ ى‬٫ .ُِْ‫ ًىٌ َّيْ ٍُُّ حٕىَدَ حٗنټڀ‬،‫خٿذ‬٣ ٌ‫خىٽ ى‬٫ ‫خٿذ؟‬٣ َ‫ ىپ أنض‬‫ ڃخًح طيٍُُّ؟‬‫ ڃِنْ أّْنَ أنضَ؟‬.ِ‫ٌىّش‬٬ُٔ‫َرَْش حٿ‬٬‫ أنخ ڃِن حٿڄَڄْڀټش حٿ‬-



1 2 3 4 5 6 7 8



 Drill 3: Translate into Arabic. 1. Ameera is Ilham's friend. 2. Ameera is a student; she studies international relations.



98



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Copyright © 2011 Yale University



Lesson 1



3. She is from the city of Amman in Jordan. 4. I am in a hurry. 5. I have to go now. 6. Hello, welcome. 7. What is your name? 8. I am from the Kingdom of Saudi Arabia. 



‫اٹپؾبكصخ‬ Let’s Speak Arabic Food - ‫بٻ‬٦َ‫ـ‬ٞ‫اٹ‬ Repeat aloud the following question: What did you (m.s.) eat? ‫ڃخًح أٻَـڀـْضَ؟‬ What did you (f.s.) eat? ‫ڃخًح أٻَـڀـْضِ؟‬ Now repeat aloud the following answer: I ate (the) hummus



ٚ‫أٻَـڀـْضُ حٿلُ ُڄ‬



Next, repeat aloud the sentence and substitute the following words for ٚ‫حٿلُ ُڄ‬: (the) falafel (the) cheese (the) chicken (the) cereal (the) bread



‫حٿٴَـالٳِـپ‬ ‫حٿـُـزْـنش‬ ‫ؿخؽ‬ َ َ‫حٿي‬ ‫حٿلُـ ُزـٌد‬ ِ‫حٿوـُـزْـ‬



Practice the dialogue with a classmate.



 99



Copyright © 2011 Yale University



Lesson 1



Section 2



Homework - ‫اٹڈاعت‬ 1. Listen to the vocabulary and expressions. Repeat aloud after listening to them in the basic text and the comprehension text. 2. Compose a simple dialogue between you and one of your friends. Turn it in to your teacher after you present it in class. 3. Compose five sentences using vocabulary from the lesson.



‫به٭ڈا‬٦‫ڈثبً ڇٱجبئٸ ٹز‬٦ّ ‫ٺڂبٵټ‬٦‫ڇع‬ And we made you into nations and tribes so you get to know each other



100



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Copyright © 2011 Yale University



Lesson 1



‫وثٍخ‬٦‫ٽڀ اٹضٲب٭خ اٹ‬ Window into Arab Culture Arabic Love Poems



Figure 1.4 - Nizar Qabbani



Arabic poetry is a political, social, and ethical compass in Arab culture. Poetry has represented and helped to preserve Arab identity throughout the ages. The complex and refined poetic arts eloquently express, report, and document the news, events, and wars of the Arabs, in victory or defeat, glory or decline. Above all, poetry has been a great manifestation of artistic creativity, engendering the emotional and spiritual power that unified the Arabs into a community of nations long before Islam. Below are a few verses of modern Arabic love poetry by the Syrian poet Nizar Qabbani (1923-1998).* Identify as much of the vocabulary as you can, memorize the verses that you like most, and enjoy the reading. Nizar Qabbani was known for the beauty of his handwriting and for his impressive calligraphy skills. In the right hand column is the handwritten version of these verses, written by the poet himself. The verses are read by Lebanese journalist Joumana Nammour, a popular anchorwoman on Al-Jazeera Satellite Channel. 



101



‫‪Section 2‬‬



‫‪Copyright © 2011 Yale University‬‬



‫‪Lesson 1‬‬



‫ٳـټـَـَْصُ أڃْــْ ِ‪ ،‬رلُـزـِـِ ٿـٺِ‬ ‫طـٌَٻـَــَْصُ ٳـَـْـــؤس ً‬ ‫ٷـَـ‪٤‬ـَـَحصِ حٿ‪َ٬‬ـَٔــپ ‪٫‬ڀــَ ٗـَـٴـَـظــَـْْــ ِ‬ ‫ٺ‬ ‫ٳـَـڀـَـلَـْٔــضُ حٿُٔــټــَـََ ‪٫‬ن ؿُــيٍْحڅ ًحٻِـَطـِــِ‬ ‫‪‬‬



‫ٳِ أَّخځ حٿ‪َٜ‬ـْْـ ِ‬ ‫ٲ‬ ‫أطڄـيَّىُ ‪٫‬ڀَ ٍڃخٽ حٿَ٘خ‪َِ٣‬ء‬ ‫ًأڃخٍُّ ىٌِحَّش حٿظٴټَْ رٺِ‬ ‫ٽ ٿڀزَلْـَ ڃخ أٗ‪ُ٬‬ـَُ رــِوِ نـَلٌَْٹِ‬ ‫ٿٌ أنـَنِِ أٷٌ ُ‬ ‫ٿظـَََٹَ ٌَٗح‪ِ٣‬ـجـَوُ‬ ‫ًأ‪ْٛ‬يحٳـَوُ‬ ‫ًأْٓـڄخٻـَ ُو‬ ‫ًطـَزـِـ‪َ٬‬ــنِـِ‬ ‫‪‬‬



‫ٕڅَ ٻالځَ حٿٸٌحڃْْ ڃخ ْ‬ ‫ص‬ ‫ٕڅَ ٻالځَ حٿڄټخطْذِ ڃخصْ‬ ‫ٕڅَ ٻالځَ حٿًَحّخصِ ڃخ ْ‬ ‫ص‬ ‫أٍّيُ حٻـْظِ٘خٱَ ‪َّ٣‬ٸش ‪ِْ٘٫‬ـٶ‬ ‫أكِزُـٺِ ٳْيخ رال ٻـَـڀِڄخصْ‬ ‫‪‬‬



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Copyright © 2011 Yale University



Lesson 1



ِ‫طـَْٔـؤٿـُنِِ كزْزظ‬ ‫ڃخ حٿٴـََْٵُ ڃخ رْنِ ًڃخ رْنَ حٿٔڄخ؟‬ ‫حٿٴـََْٵُ ڃخ رْنـَـټـُڄَخ‬ ِ‫ـَلِـټـْـضِ ّخ كزْزظ‬ٟ ْ‫أنـَـٺِ اڅ‬ ‫أنٔــَ حٿٔــڄخ‬  



‫أهخٱ‬ ‫أهخٱُ أڅ أٷٌٽَ ٿڀظِ أكِـزُيخ‬ ."‫"أكِـزُيخ‬ ‫ٳخٿوَـڄَُْ ٳِ ؿـََِحٍىخ‬ .‫ُـزُيخ‬ٜ‫نيڃخ نـ‬٫ ،ً‫طـوـََُٔ َٗ ْـجخ‬  * Nizar Kabbani. Arabian Love Poems. ed. and trans. Bassam K. Frangieh & Clementina Brown. Lynn Rienner Publishers, Boulder, London, 1999, pp. 116, 102, 24, 20, 219.



Figure 1.5 - Narrated by Joumana Nammour



103



Copyright © 2011 Yale University



Lesson Two In Claremont



Figure 2.1 - Claremont McKenna College, California



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Copyright © 2011 Yale University



Section 2



Lesson Two Contents  Vocabulary - ‫حٿڄٴَىحص‬  Words and Expressions - َْ‫خر‬٬‫ٻڀڄخص ًط‬  Basic Text - ِٓ‫حٕٓخ‬



ٚ‫حٿن‬



 In the Street - ‫َّٶ‬٤‫ٳِ حٿ‬



Grammar - ‫ي‬٫‫حٿٸٌح‬ 1. The Interrogative and Question Particles - ‫أىًحص حالٓظٴيخځ‬ 



Activity 1



2. The Interrogative Particles with Prepositions



َ‫ كًَٱ حٿـ‬٪‫أىًحص حالٓظٴيخځ ڃ‬ 



Activity 2



 Comprehension Text - ‫خد‬٬ْ‫ًحالٓظ‬



‫حٿٴيڂ‬



 In the Library - ‫ٳِ حٿڄټظزش‬  Let‟s Speak Arabic - ‫حٿڄلخىػش‬  Weather - ْ‫ـَٸـ‬٤‫حٿ‬  Window into Arab Culture - ‫َرْش‬٬‫ڃن حٿؼٸخٳش حٿ‬  The Holy Qur`an - ‫حٿٸَآڅ حٿټَّڂ‬



105



Lesson 2



Lesson 2



Copyright © 2011 Yale University



Section 2



‫اٹپٮوكاد‬ Vocabulary road, street ٩ ٌ ٍ‫ ٗخ‬/ ٌ‫َـَّٶ‬٣ Vocative Particle ‫ّخ‬ this (m.s.) ‫ىـٌح‬ َ this (f.s.) ‫ىـ ٌِ ِه‬ َ difficult ‫ْزَـش‬٬ٛ َ - ٌ‫ْذ‬٬َٛ work, job ٌ‫ َڄـپ‬٫ َ economy, ‫خى‬ٜ َ ‫ِحٷـْـ ِظ‬ economics



when َ‫َڃـظ‬ year ‫ٓـنَـش‬ َ beautiful ‫ؿڄْڀش‬ َ - ٌ‫ؿ ِڄْپ‬ َ very, much ‫ؿيّح‬ easy ‫ٓيْـڀش‬ َ - ٌ‫َٓيْـپ‬ house, home ٌ‫َر ْض‬ wonderful, ‫َش‬٬ِ‫ ٍحث‬- ٌ٪ِ‫ٍحث‬ admirable



 ‫بثٍو‬٦‫ٵٺپبد ڇر‬ Words and Expressions hello, welcome ‫ أىْـال‬،‫أىْـال‬ In which university do you (f.s.) study? ‫ٓـْنَ؟‬ ِ ٍُ ْ‫شٍ طَـي‬٬َ ِ‫ٳِ أُِ ؿَخڃ‬ I came ‫ص‬ ُ َْ٠ َ ‫ك‬ َ َ Really! Truly! ‫كـٸــّـخ‬ this is a beautiful coincidence ‫خىَٳَـش ؿَ ِڄـْڀش‬ٜ َ ‫َى ٌِ ِه ُڃ‬ َ Will I see you (m.s.) tomorrow? ‫ىـپْ أٍحٹَ ٯـيح‬ yes, I will see you (f.s.) tomorrow ‫ أٍحٹِ ٯـيح‬،‫َڂ‬٬‫ن‬ God willing laboratory Masters in Business Administration mosque homework, duty Future Particle I go you do (m.s.) you do (f.s.)



‫اڅْ ٗخءَ حهلل‬ ٌَ‫ڃُوـْـظَـ َزـ‬ ‫ْ َڄـخٽ‬٫ٕ‫ڃخؿِـْٔـظَْ ٳِ اىحٍَس ح‬ ٌ‫َڃْٔــِـي‬ ٌ‫ ًحؿــ َزـخص‬.‫ًحؿـِـذٌ ؽ‬ ‫َٓــ‬ ‫ذ‬ ُ ‫أًىَـ‬ ‫پ‬ ُ ‫ـ‬٬َ ْ‫طَـٴـ‬ َ‫ـڀـْن‬٬َ ْ‫طَـٴـ‬ 106



‫‪Copyright © 2011 Yale University‬‬



‫‪Lesson 2‬‬



‫‪Section 2‬‬



‫اٹڂٔ األٍبًٍ‪ :‬٭ً اٹ‪ٞ‬وٌٰ‬ ‫‪Basic Text: In the Street‬‬ ‫ك َزـ ًخ ّخ ‪٫‬ـزي حٿ‪٬‬ـِّـِ‪.‬‬ ‫إٹچبٻ‪َ :‬ڃَْ َ‬ ‫ال‪.‬‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬ڃَكزخً ّخ اٿيخځ‪ ،‬أىْـالً‪ ،‬أىْـ ً‬ ‫‪ٜ‬خىَٳَـش ؿَڄْڀش‪ .‬ٳِ أُِ ؿَخڃِ َ‪٬‬ـ ٍش طَـيٍُُّْ؟‬ ‫إٹچبٻ‪َ :‬ىـ ٌِ ِه ڃُ َ‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬أنخ أىٍُُّْ ٳِ ؿَخڃِ َ‪٬‬ـ ِش ٻڀَْڃٌُنض‪ً .‬أنضِ ٳِ أُِ ؿَخڃِ َ‪ٍ ٬‬ش طيٍُْْٓـنَ؟‬ ‫ٺ‪.‬‬ ‫إٹچبٻ‪ :‬أنخ أىٍُُّْ ٳِ ؿخڃ‪ِ ٬‬ش ٻڀَْڃٌُنض ٻٌٿِ َ‬ ‫كٸخً! ىٌح ٍحثِــ‪ !ٌ٪‬ڃخًح طيٍْٓنَ؟‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪َ :‬‬ ‫إٹچبٻ‪ :‬أنخ أىٍُُّْ حٿڄخؿٔظَْ ٳِ اىحٍَسِ حٕ‪َ ْ٫‬ڄخٽ‪.‬‬ ‫ذ‪.‬‬ ‫‪ٌ ْ٬ٛ‬‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬ىٌح َ‬ ‫ض ڃخًح طيٍُُّ؟‬ ‫إٹچبٻ‪ :‬ال‪ .‬ىٌح َٓـيْـپٌ ًؿَـڄْپٌ‪ً .‬أن َ‬ ‫‪ٜ‬خى‪.‬‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬أنخ أىٍُُّْ حالٷـْـ ِظـ َ‬ ‫ص ڃن حٿُٔـ‪ٌُ٬‬ىِ َّش؟‬ ‫‪َ َْ٠‬‬ ‫إٹچبٻ‪ :‬ڃظَ كَ َ‬ ‫‪٫‬ـَڀش‪َّ ،‬ـِـذُ أڅْ أًىَـذَ‬ ‫‪َْ٠‬صُ ٷَـزْـپَ َٓـنَـ ٍش‪ .‬ٿټِنْ‪ ،‬أنخ آِٓٲٌ‪ ،‬أنخ ‪َ٫‬ڀَ َ‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬أنخ كَ َ‬ ‫حٓڅَ‪.‬‬ ‫ٹ ٯَـيحَ؟‬ ‫إٹچبٻ‪َ :‬ىـپْ أٍح َ‬ ‫ٹ ٯَـيحً‪ ،‬اڅْ ٗخءَ حهلل‪ ،‬اٿَ حٿڀٸخء‪.‬‬ ‫‪٥‬جل اٹ‪٦‬يٌي‪ :‬ن‪َ٬‬ڂ‪ ،‬أٍح ِ‬ ‫إٹچبٻ‪ :‬اٿَ حٿڀٸخء‪ ،‬ڃَ َ‪ ٪‬حٿَٔـالڃشِ‪.‬‬



‫‪‬‬ ‫‪107‬‬



Lesson 2



Copyright © 2011 Yale University



Section 2



‫ل‬٥‫اٹٲڈا‬ Grammar 1. The Interrogative Particles - ‫أدواد االسزفهبو‬ Below are the most frequently used particles for asking questions. You have not been exposed to all of these question particles, but it is better to learn them all at once. Interrogative Particle Interrogative Particle What? (used without verbs) What? (used with verbs) Why? Who? Where? How? When? How many? How much? Which? What?



‫َىـپ‬ ‫أ‬ ‫ڃخ‬ ‫ڃخًح‬ ‫ٿڄخًح‬ ‫َڃـن‬ ‫ن‬ َ ‫أّْـ‬ ‫ٲ‬ َ ‫ٻـَـ ْـ‬ َ‫َڃـظ‬ ْ‫ٻـَـڂ‬ ُُ‫( أ‬f. ‫)أَّش‬



Note: ُُ‫ أ‬is often used as common gender, and its feminine ‫ أَّش‬is usually neglected.



Figure 2.2 - Claremont, California



108



Copyright © 2011 Yale University



Section 2



Lesson 2



Activity 1: Read the question particles and their examples aloud. Repeat several times until you speak smoothly. Ex. with feminine



Meaning Are you a student? Are you a student? What is your name? What do you study? Who are you? Where do you study? How are you? Why did you come? How many students do you know? Which student?



Ex. with masculine



‫خٿزش؟‬٣ ِ‫ىپ أنض‬ ‫خٿذ؟‬٣ ‫ىپ ىٌح‬ ‫خٿزش؟‬٣ ِ‫أأنض‬ ‫خٿذ؟‬٣ ‫أىٌح‬ ‫ڃخ حْٓڄُٺِ؟‬ ‫ٺ؟‬ َ ُ‫ڃخ حْٓـڄ‬ ‫ْٓنَ؟‬ ِ ٍُ‫ڃخًح طي‬ ‫ڃخًح طي ٍُُّ؟‬ ‫ڃَنْ أنضِ؟‬ ‫ڃَنْ أنضَ؟‬ ‫ن طيٍُْٓنَ؟‬ َ ‫أّْـ‬ ‫ن طيٍُُّ؟‬ َ ‫أّْـ‬ ‫ٻْٲَ كخٿٺِ؟‬ ‫كخٿٺَ؟‬ َ ‫ٲ‬ َ ْ ‫ٻَـ‬ ‫َْصِ؟‬٠ َ ‫ك‬ َ ‫ٿڄخًح‬ ‫ص؟‬ َ َْ٠ َ ‫ك‬ َ ‫ٿڄخًح‬ ‫َٳْنَ؟‬٬‫خٿزش ً ط‬٣ ْ‫َٱُ؟ ٻـَڂ‬٬‫خٿزخً ط‬٣ ‫ٻـَ ْڂ‬ ‫خٿزشٍ؟‬٣ )‫أُُ (أَّش‬ ‫خٿذٍ؟‬٣ ُُ‫أ‬



Question Particle



‫ىپ‬ ‫أ‬ ‫ڃخ‬ ‫ڃخًح‬ ْ‫َڃن‬ ‫ن‬ َ ‫أّْـ‬ ‫ٲ‬ َ ْ ‫ٻَـ‬ ‫ٿڄخًح‬ ْ‫ٻـَـڂ‬ ُُّ‫أ‬



Drill 1: Compose five new sentences using the question particles in the above chart. 



2. The Interrogative Particles with Prepositions



‫أدواد االسزفهبو يع حزوف انجز‬ Some prepositions are used with the interrogative particles to form questions. The prepositions must precede the interrogative particles. Please learn the following prepositions: for to with, in from in with



109



‫ٿِـ‬ َ‫اٿ‬ ِ‫رـ‬ ْ‫ڃِـن‬ ِ‫ٳ‬ َ٪‫ڃَـ‬



Lesson 2



Copyright © 2011 Yale University



Section 2



Activity 2: Below are the question particles used together with a preposition. Read aloud and repeat. Meaning From where? In which? From which? With whom? To where? Why? For what? With what? In what? To who? For whom?



Preposition together Preposition + Particle with Particle



َ‫ڃِـنْ أّن‬ ُِ‫ٳِ أ‬ ُِ‫ِڃنْ أ‬ ْ‫َ ڃَـن‬٪َ‫ڃ‬ ‫ن‬ َ ‫اٿَ أّْـ‬ ‫ِٿ َڄخًح‬ ‫رـِ َڄخًح‬ ْ‫ٿِڄَن‬



َ‫ أّن‬+ ْ‫ڃِـن‬ ُِ‫ أ‬+ ِ‫ٳ‬ ُِ‫ أ‬+ ْ‫ڃِن‬ ْ‫ ڃَـن‬+ َ٪‫ڃَـ‬ ‫ن‬ َ ‫ أّْـ‬+ َ‫اٿ‬ ‫ َڃخًح‬+ ِ‫ٿـ‬ ‫ َڃخًح‬+ ‫رِــ‬ ْ‫ ڃَن‬+ ‫ٿِـ‬



Drill 2: Compose five sentences using the question particles with the prepositions.  Drill 3: Fill in the blanks with the correct words from the comprehension text.



‫ي حٿڄوظزَ ٌْٓىذ اٿَ ــــــــــــــ ػڂ ٌْٓىذ اٿَ ــــــــــــ‬٬‫ ر‬.‫نيه ـــــــــــــ ٻؼَْس‬٫ ‫خىٽ‬٫ ‫ ىٌح ــــــــــــــ ــــــــــــــ‬:‫خىٽ‬٫ ‫ ـــــــــــــ حٿټظخد؟ ٷخٽ‬:‫ ٷخٿض أڃَْس‬.‫ٳِ ڃيّنش ـــــــــــــ‬ ِ‫ ٳ‬:‫ أڃَْس ٓظٌىذ اٿَ ـــــــــــ ًٷخٿض‬.‫ ّخ أڃَْس‬،ً‫ ـــــــــــــ ٷَّزخ‬:‫ ًٷخٽ ٻٌٿٺ‬.‫حٿټَّڂ‬ .‫خىٽ‬٫ ‫ـــــــــــــــــ ــــــــــــــــــ ّخ‬  Drill 4: Compose six sentences using the question particles with prepositions. Also, use the question particles with prepositions in a conversation with one of your classmates.



110



‫‪Copyright © 2011 Yale University‬‬



‫‪Lesson 2‬‬



‫‪Section 2‬‬



‫اٹٮچټ ڇاالٍزٍ‪٦‬بة‪ :‬٭ً اٹپٶزجخ‬ ‫‪Comprehension Text: In the Library‬‬ ‫‪٫‬ڀ ْټـُڂ‪.‬‬ ‫‪٥‬بكٷ‪ :‬حٿَٔالځُ َ‬ ‫‪ٜ‬لَش؟‬ ‫أٽٍوح‪٫ًَ :‬ـَـڀـْْـټـُڂ حٿَٔــالځ‪ ،‬ٻْٲَ حٿ ِ‬ ‫‪٥‬بكٷ‪ :‬حٿلڄيُ هلل‪ ،‬رؤٿٲِ هَـ ْـَ‪ً ،‬ٻْٲَ حٿلَخٽُ ّخ أڃَْس؟‬ ‫أٽٍوح‪ :‬روَْ‪ٗ ،‬ـټَح‪ .‬ڃخًح طٴ‪٬‬پُ حٓڅ؟‬ ‫پ ٳِ حٿڄُوـْـظَـ َزَ‪.‬‬ ‫‪٫‬ڄْـ ٌ‬ ‫‪٫‬ـنيُ َ‬ ‫‪٥‬بكٷ‪ِ :‬‬ ‫ٓـظَـٴـْ َ‪٬‬پُ َر‪َ ْ٬‬ي ًٿِٺَ؟‬ ‫أٽٍوح‪ :‬ڃخًح َ‬ ‫ٓؤًىذُ اٿَ حٿزْضِ‪.‬‬ ‫ٓؤًىَذُ اٿَ حٿڄَْٔــيِ‪ ،‬ػڂ َ‬ ‫‪٥‬بكٷ‪َ :‬‬ ‫ن حٿڄَْٔــيُ؟‬ ‫أٽٍوح‪ :‬حٿڄَْٔــيُ؟ أّْـ َ‬ ‫‪٥‬بكٷ‪ :‬حٿڄَْٔــيُ ىٌ ٳِ ڃيّنشِ ٻڀَْڃٌُنض‪.‬‬ ‫‪٫‬نـْ َيٹ ًحؿزخصٌ حٿٌْځ؟‬ ‫أٽٍوح‪ :‬ىپ ِ‬ ‫‪٫‬نيُ ًحؿزخصٌ ٻؼَْس ؿيحً‪.‬‬ ‫‪٥‬بكٷ‪ :‬ن‪َ٬‬ڂ‪ ،‬ٳِ حٿلٸْٸشِ‪ِ ،‬‬ ‫أٽٍوح‪ :‬ڃخ ىٌح حٿټظخدُ؟‬ ‫‪٥‬بكٷ‪ :‬ىٌح ىٌ حٿٸَآڅُ حٿټَّڂُ‪ً .‬أنضِ ڃخًح ٓظٴ‪٬‬ڀْنَ؟‬ ‫ٓؤًىذُ اٿَ حٿڄټظزش‪.‬‬ ‫أٽٍوح‪َ :‬‬ ‫‪٥‬بكٷ‪ :‬أٍحٹِ ٷَّزخً ّخ أڃَْس‪ ،‬اٿَ حٿڀٸخء‪.‬‬ ‫أٽٍوح‪ :‬ٳِ أڃخڅ ِ حهللِ‪ّ ،‬خ ‪٫‬خىٽ‪ .‬ڃ‪ ٪‬حٿَٔالڃش‪.‬‬



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Lesson 2



Copyright © 2011 Yale University



Section 2



‫بثٍو‬٦‫ٵٺپبد ڇر‬ Words and Expressions now May God protect you How is your health? The Holy Qur‟an



َ ٓ‫ح‬ ‫څ‬ ِ‫ٳِ أڃَخڅ ِ حهلل‬ ‫ِـلَش‬ٜ‫ٻْٲَ حٿ‬ ُ‫حٿٸَآڅُ حٿټَّڂ‬



 Drill 5: Translate into English.



.‫ِلَش؟‬ٜ‫ ٻْٲ حٿ‬،‫ ّخ أڃَْس‬،‫ڀْټڂ‬٫ ‫ حٿٔالځ‬.‫ حٿلڄي هلل‬،َْ‫ أنخ رؤٿٲ ه‬.‫خىٽ‬٫ ِ‫ أنخ حٓڄ‬‫نيُ ًحؿزخص ٻؼَْس‬٫ ،‫ حٿٌْځ‬‫ أنخ ٓؤًىذ اٿَ حٿزْض‬.‫ ػڂ ٓؤًىذ اٿَ حٿڄټظزش‬‫پُ حٓڅ؟‬٬‫ ڃخًح طٴ‬.‫ حٿڄٔــ ُي ىٌ ٳِ ڃيّنشِ ٻڀَْڃٌنض‬‫ ڃخ ىٌح حٿټظخدُ؟‬.‫ حٿٔالڃش‬٪‫ ڃ‬،‫ ٳِ أڃخڅ حهلل ّخ أڃَْس‬-



1 2 3 4 5 6 7 8 9



 Drill 6: Translate into Arabic. 1. This is the Holy Qur`an. 2. I will go to the mosque. 3. Then I have to work in the laboratory. 4. What will you be doing, Ameera? 5. See you soon, so long. 6. Do you have homework today? 7. Where is the mosque? 8. What is this book?



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Copyright © 2011 Yale University



Section 2



Lesson 2



‫اٹپؾبكصخ‬ Let’s Speak Arabic Weather - ٌ‫ـَٲـ‬ٞ‫اٹ‬ Repeat aloud the following question: How is the weather? ‫ْ؟‬ ُ ْ‫َــٸـ‬٤‫ٻَـ ْٲَ حٿ‬ Now repeat aloud the following answer: The weather is sunny ٌْ‫ْ ُڃْ٘ـ ِڄـ‬ ُ ْ‫َــٸـ‬٤‫حٿ‬ Next, repeat aloud the sentence and substitute the following words for ْ‫ڃ٘ـڄ‬: hot cold rainy cloudy humid



ٌٍ ‫كَـخ‬ ٌ‫رَـخٍى‬



ٌَ‫ـ‬٤ ِ ‫ُڃڄْـ‬ ٌ‫ٯَـخثِـڂ‬ ٌ‫ـْـذ‬٣ٍَ



Repeat this dialogue with a classmate.



 Homework - ‫اٹڈاعت‬ 1. Listen to the vocabulary and expressions. Repeat aloud after hearing them in the basic and comprehension texts. 2. Compose a dialogue between you and one of your classmates. Turn it in to your teacher after you present it in class. 3. Compose five sentences using vocabulary from the lesson. 4. Using the question particles, compose an original dialogue between you and one of your friends. 113



Lesson 2



Copyright © 2011 Yale University



Section 2



‫وثٍخ‬٦‫ٽڀ اٹضٲب٭خ اٹ‬ Window into Arab Culture The Holy Qur’an The Qur‟an is the first book of prose written in the Arabic language, and it is a great source of pride and inspiration for Muslims and Arabs alike. It is one of the most widely read books ever written, and has been translated into almost every language. However, many experts believe that only the Arabic language fully captures its religious power and literary beauty. As the Qur‟an itself reveals: “We have made it an Arabic Qur‟an that you might understand.” (The Qur‟an: 43:3) While most non-Muslims are aware that the Qur‟an is the religious text of Islam, its significance also extends beyond the spiritual realm to other aspects of Islamic life. The Qur‟an demonstrates the remarkable depth and richness of the classical Arabic language. The Qur‟an has also served as the textbook for Muslim students beginning their study of theology and jurisprudence. Listen to the Qur‟anic verses from Sura (93), Ad-Duha „the Glorious Morning Light,‟ recited by Sheikh Abdul Basit Muhammad Abdul Samad. Listen to the Sheikh and read the text of the Qur‟anic verses he recites. Try to identify a few of the vocabulary words and memorize a few verses, but most importantly, listen attentively to appreciate the aesthetic aspect of the verses.



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