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TITLE INSTITUTION PUB DATE NOTE PUB TYPE
Moroccan Arabic Textbook. Student Edition. Peace Corps, Rabat (Morocco).
EDRS PRICE DESCRIPTORS
MF01/PC09 Plus Postage. Alphabets; *Arabic; Classroom Communication; Competency Based Education; Cultural Context; *Daily Living Skills; Dialogs (Language); Family Life; Food; Foreign Countries; Government (Administrative Body); *Grammar; Idioms; Independent Study; *Intercultural Communication; Job Skills; Monetary Systems; Non Roman Scripts; Phonology; *Pronunciation; Proverbs; Public Agencies; Regional Dialects; Sociocultural Patterns; Transportation; Uncommonly Taught Languages; Vocabulary Development; Volunteer Training *Arabic (Moroccan); *Morocco; Peace Corps
IDENTIFIERS
[92]
201p.
Guides Classroom Use Learner) (051)
Instructional Materials (For
ABSTRACT
The textbook is designed for Peace Corps volunteers learning the variety of Arabic mostly widely spoken in Morocco. It contains 10 lessons, each consisting of a dialogue, vocabulary list, grammar notes, a popular proverb, and supplementary dialogue and/or idiomatic and socially correct expressions. Dialogue topics include introductions and personal identification, restaurant eating, general communication, transportation, the postal system, shopping, and conversation about the Peace Corps. The Arabic alphabet is used throughout, with notes on Moroccan variations provided. Appended materials include translations of the dialogues and special vocabulary lists. (MSE)
*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
PEACE CORPS MOROCCO MOROCCAN ARABIC TEXTBCCK STUDENT EDITION -A- RhgliT M9ROCC
118C
U.S. DEPARTMENT OF EDUCATION Office of Educabonal R march and Improvement
EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)
&This document has been reproduced as received from the person or organuat.on originating it O Minor changes have peen made to improve reproduction Quality Points of view or opinions staled in trim docu-
ment do not necessarily represent official OERI position or pokey
2 BEST COPY AVAILABLE
TABLE OF CONTENTS
- Table of Contents
(i)
0
- Table of Illustrations - Note on the Alphabet
(vii)
e
Introduction
(viii)
- Acknowledgements
Lesson 1
..
(xii)
..
..
- Main Dialogue: TQr--..:,1
Vocabulary
0-e--:,--0
..
..
Expressions of Thanks - Popular Proverb
..
.
..
- Grammatical Notes - Greetings
..
- Supplementary Dialogue
.
..
.
'Where are you from?'
1 3
..
.
..
..
..
..
4
..
..
..
..
..
..
5
..
..
0
..
..
..
..
..
..
..
..
..
..
..
13
.
D.
13
..
..
100
14
..
..
14
19
Lesson 2
Main Dialogue:
(vi)
4-1b-awl J
'In the Café'
.
21 22
Voc-')ulary
23
- Grammatical Notes
31
Comprehension Text
31
- Writing Exercise
33
Popular Proverb - Idiomatic and Social Etiquette Expressions
(i)3
34
Lesson 3
37
Main Text:
i-"21 'What did you do
q
yesterday?'
ee
oe
es
..
ee
40
Vocabulary - Grammatical Notes - Popular Proverb
..
..
..
..
..
..
..
..
..
..
- Idiomatic and Social Etiquette Expressions Supplementary Dialogue
Lesson 4
..
..
- Main dialogue:
39
. .
..
..
..
01.,--r...-S-11
'At the Bus Station'
-5
..
..
41 46
..
..
47
..
..
48
..
..
..
51
..
..
..
53,
..
El..)-:1il j ..
..
Vocabulary
54
- Grammatical Notes
55
Popular Proverb
63
- Idiomatic and Social Etiquette Expressions
63
Supplementary Dialogue
64
Lesson 5
69
- Main Dialogue:Q,,,LWI
J,_.0
J....:o...0
'At the Hanout'
..
Vocabulary
71 72
- Grammatical Notes
..
.e
e.
ee
oe
e.
oe
73
- Popular Proverb
..
..
..
..
..
..
..
79
..
..
81
..
..
83
- Idiomatic and Social Etiquette Expressions Supplementary Dialogue
..
..
..
..
Lesson 6
87
- Main Dialogue
4.3
41b1-4
'Mark at the Post Office'
89
- Vocabulary
90
- Grammatical Notes
91
Popular Proverb
103
Idiomatic and Social Etiquette Expressions
103
Supplementary Dialogue
104
Lesson 7
107
- Main Dialogue 'Sam and Jean at the Restaurant'
109
- Vocabulary
110
- Grammatical Notes
..
- Popular Proverb
..
..
..
..
..
..
..
111
..
..
..
..
..
121
..
..
121
- Idiomatic and Social Etiquette Expressions Supplementary Text ..
.
..
..
..
122
..
127
Lesson 8 - Main Dialogue ..
_,L.L.,;-.1I
'At the Greengrocer's'
- Vocabulary
..
Grammatical Notes - Popular Proverb
..
a
129
..
..
..
..
..
..
..
130
..
..
..
..
..
..
..
131
..
..
..
..
139
..
..
139
..
- Idiomatic and Social Etiquette Expressions - Supplementary Dialogue
..
..
..
5
140
Lesson 9
143
- Main Dialogue..
JI
Y.'
'At the Real Estate Agent's'
145
- Vocabulary
146
Grammatical Notes
147
..
- Popular Proverb
151
- Idiomatic and Social Etiquette Expressions
..
151
- Supplementary Dialogue ..
153
Lesson 10 ..
157
- Main Dialogue:
T
'Do you know Peace Corps?'
- Vocabulary
159 160
..
Grammatical Notes
.
.
..
- Popular Proverb
161 165
- Idiomatic and Social Etiquette Expressions
.
165
- A Riddle
166
Appendix A
169
Translations of dialogues - lessons 1 - 5
Appendix B (Lists of special vocabulary)
179
- Family
181
.
- Clothes
182
- Vegetables
184
- Fruit
185
- Spices
186
.
(iv)
6
- Houseware
.
..
..
..
..
.
..
..
..
..
40
..
189
..
..
..
..
..
..
..
191
..
..
..
..
..
..
193
- Some parts of the body Professions
..
- Lycee terminology
187
..
- The Moroccan Administration
..
..
..
..
..
196
- Some verbs
..
..
..
..
..
198
..
..
7 (v)
TABLE OF ILLUSTRATIONS
Page
Lesson Lesson
Lesson
1
2
2
Illustration
Cartoon of dialogue
15
Cartoon of supplementary dialogue
16
Map of U.S.A.
20
In the Café
32
Clocks
Lesson
3
38
Past tense (cartoon)
Lesson
4
52
Bus Station
64
Map for directions
65
Map of Moroccan train system
70
Store
80
Money
82
Bargaining cartoon
88
Notice to collect package
99
Salon
Lesson
Lesson
5
6
104
Notice to collect registered letter
Lesson
7
108
Restaurant
Lesson
8
128
Greengrocer
133
Things we like
137
Comparatives (fruit)
144
Exterior of house
152
Floor plan
153
Utility receipt
158
Peace Corps
Lesson
9
Lesson 10
(vi)
NOTE ON THE ALPHABET
The following letters have been added to the Standard Arabic Alphabet to represent sounds in borrowed words such as 'video' and 'garage'. "video"
"garage"
Since Moroccan Arabic has both E sounds, the last two letters have been used to represent the sound 'g' found in many Moroccan Arabic words.
3
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INTRODUCTION
This textbook is the result of nearly two years of research and field testing.
We feel that in its present form it will meet most of the needs of non-native speaker students.
In the course of preparation, each lesson/unit
was field tested in class and then revised in the light of comments made by students, language instructors and others involved in the field of language teaching and We have aimed to make the course as practical learning. For the sake of clarity we
and as simple as possible.
have avoided the use of technical terms in the different sections of the course.
The Moroccan Arabic dialect used in this textbook is that spoken in the geographical linguistic triangle whose This is the dialect points are Rabat, Casablanca and Fes. which is most widely spoken and understood throughout Morocco.
Those students who will be living in other areas
of the country will realize that there are variations in pronunciation and vocabulary specific to their regions, e.g. 1. Pronunciation variation
a. Casablanca-Rabat-Fes dialect 1.1.1LA /hakda/ "like this" b. Northern dialect (Tangiers) /hayda/
"like this"
2. Word variation a. Casablanca-Rabat-Fes dialect . /khizzu/
"carrots"
b. Eastern dialect (Oujda) /zrudiyya/ 371.3.1.4)
" carrots"
There are, also, some variations which are not related to geographical factors.
and others will say
Indeed, some speakers will say 41.1..,
for 'bank'.
(viii)10
Since Moroccan Arabic is not officially considered to be a language in its own right and has no official
written form, we have had to devise a writing system based on Standard Arabic. As far as possible, we have kept closely to Standard Arabic spelling.
This may seem
somewhat confusing to the learner during the early stages but we believe that it will benefit the student who chooses to study Standard Arabic. You should not, therefore, be surprised to find that: 1.
some letters are written but not pronounced, e.g. - drink (pl.)! We (pl.) drink.
- You (pl.) drank. (The
2.
I
'alif '
here indicates the plural.)
or written one way and pronounced differently, e.g. a.
He has
/andil/
b.
his house
/darn/
in a. the letter
a.)
I
a indicates third person masculine
singular and in b. it is a possessive pronoun.
It should be emphasized that all loan words used in the text are fully nativized and are considered by native speakers as Moroccan Arabic words to the extent that some uneducated speakers are totally unaware that they are borrowed from French or any other language. Sometimes, these words do not undergo any change whatsoever as in the case of: 'collect phone call' PCV I made a coil-eat phone call. 'menu' - Menu Here is the menu.
.PCV
.Menu
Ii
Most of the lessons/units in the book start with dialogues rather than texts because the aim of the course is to help the language learner to achieve competence in the spoken language and the only natural way to attain this fluency is by using dialogues which allow for both linguistic and cultural interaction. It must be pointed out that dialogues also carry a lot of cultural information that would not be found in a text. These dialogues have been carefully devised to represent different aspects of daily interaction within
Moroccan society and the order in which they occur is related to the pace of the learner in internalizing the target language, i.e. Moroccan Arabic in this case.
Besides the dialogues, the lesson/units include vocabulary, grammatical notes made as simple as possible, popular proverbs
and social and idiomatic expressions with explanations on how and when they are to be used, plus a supplementary dialogue whichis often a summary used to consolidate certain aspects
The inclusion of popular proverbs and social and idiomatic expressions is justified by the fact that it is believed that learning a language is not enough to
of the lesson/unit.
understand Morocco and Moroccans. The student should learn how to behave linguistically and what to say in certain specific cultural situations.
At the end of the textbook, the student will find two appendices:
- Appendix A carries translations of the dialogues up to The last five have not been translated lesson/unit 5. because we believe that by the time the student has reached that point, he should be able to do the transThese dialogues are kept separate lation by himself. from the lessons so that students will not be tempted to look for a translation immediately after discovering the Arabic text.
Appendix B comprises lists of words deemed of vital importance in everyday life. Students will realize that, contrary to the custom followed in most schools and textbooks, the past tense is introduced before the present.
The reason for such a
decision is simple; in general, learners use the past tense more often than the present. The scope of use of the present tense is usually limited to general truths and habitual actions and it so happens that learners want to talk about their experiences or what they have done or
what happened to them and they can only do that by using the past tense. Finally, it must be said that this textbook has been devised with the utmost care and sensitivity (both linguistic and cultural) in mind. We hope it will meet many of the needs of students in their aim to build cultural and linguistic bridges to cross to the other side in order to understand and communicate with others. Before language was written, it was spoken, so as Shakespeare says: 'Speak the speech, I pray you, as I pronounc'd it to you, trippingly on the tongue.'
(Hamlet, Act III, Sc. II)
Mohamed Chtatou, Ph.D. September 5th, 1986 Rabat, Morocco.
'xi)
ACKNOWLEDGEMENTS
This Peace Corps Moroccan Arabic textbook is the revised version of an earlier book developed by Mohamed Chtatou and Aboubker Ouassaddine. It is the result of many months of careful adaptation and revision undertaken by a dedicated team of Moroccan language teachers and Peace Corps Volunteers: Nor-eddine Belabid, Inspector of English, Ministry of Education, Fes; Mohamed Chtatou, Ph.D., Linguist, Rabat; Amina Fahim, Peace Corps Arabic Instructor, Casablanca; Mohamed Najmi, Researcher and Arabic Instructor, Taroudant; Mohamed Rddad, Teacher of English, Midelt;
Mohamed Zaim, B.A. in Law turned Arabic Instructor, Azemmour; PCV Gregory Acher, English Teacher, Ouezzane; PCV Carl Keener, Visual Arts Specialist, Ministry of Health, Rabat;
We thank the following PCVs for preparing the illustrations and maps, Carl Keener and Patricia McGuire, English Teacher, Tiznit.
Calligraphy by Rachid El Arabi, PC Morocco Librarian, and PCV William Griffin, English Teacher, Marrakech,
Typing was done by Naima Benmellah, Badia Liagoubi and Sally Lockhart.
Finally, our thanks to all the Peace Corps trainees and language instructors, too numerous to name, who field tested the book throughout all stages of its preparation.
Stephanie Sweet, PC Morocco Training Officer
14
LESSON 1
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I.
VOCABULARY
-
- man/men woman/women - boy(s) - son(s) daughter(s)
- girl(s)
jia _
jjea
- house (s)
name(s) - noun(s)
- Sir
1P
I J.-4o
- watch(es)
Mister
- Mister
Madam
Mrs.
- Morocco - America
- Spain 01
- Italy I
- England
I
- France
Tunisia Casablanca - Marrakech - Rabat
- Fes Taza - Moroccan
(
- country(ies) - city(ies)
town(s)
- 4 -
13
)
I
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fl
Lesson 1
Exercise
Draw arrows from country to nationality:
44L
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II.
15.)LZ,
GRAMMATICAL NOTES 1.
Verbs
The imperative of the verbs: "to stand up; to get up", "to go",
"to repeat".
te--11?::
L-1% "to come",
"to sit down",
Lc
Lesson 1
fem.sing.
plural
mas.sing,
stand up!
4.0J-L
come!
I
T
go!
- sit down! - repeat!
2.
SJL-e
t
Adjectives
Descriptive adjectives form their plurals either by: a. adding
C..).-Te to the word to form masculine plurals,
to form feminine plurals in the case of regular adjectives:
or
4:01
fem.pl.
- beautifuZ good
fem. sing.
mas.pl.
;:.
L-L
happy OR by:
b. changing the internal structure of the word in the case of irregular adjectives: fem.sing.
oZd - big
mas.sing.
Lesson 1 Examples
I ,v-C)--.7!-,
a 9
0.3 C.39?*3
Li
3.
Pronouns
a. Independent pronouns I
you (masculine) you (feminine) he
she we
you (plural) they
C.
7
Lesson 1
b. Suffixed pronouns
.
my house
(4.)I
your house his house
,2J
eL, I J
a
a.) I J
her house
I--1a, i J
our house
your (pl) house their house
13S
X5,1 J
14-41)
legib-) I "/
c. Demonstrative pronouns This is a man. This is a woman. These are boys.
Note the absence of the article in the noun that follows the pronoun in question.
d. Interrogative pronouns (also referred to as interrogative adverbs) where ...?
- where from ...? what ...? - who ...? Examples
Where's Taza?
3..)
0if
Where are you from? What's this?
LoZ1
T
I
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T
Lesson 1
Who's Mark?
Who's this man?
4.
Question words
w19 is a word that introduces a question. It can mean "are you?", "is she?", "is ...?" etc., but also "(4.0 you?", "does he?", "did we?", "have we?", etc.
(cf. following lessons).
Are you happy?
I
Is she beautiful?
5.
Adverbs of
a. quantity
a Zot, very
_
a little, a few
_
b. affirmation a_41
yes
c. negation no
6.
1
1
Conjunctions and or
9 Yj
Lesson 1
7.
Prepositions -
- in
from
8.
1>mA
The definite article: THE a. The definite article is
and it comes in front of nouns and adjectives equally: JI
- The small house is my house
b. The "moon letters" are:
0_4__9_ a_ The article j is pronounced fully in front of nouns and adjectives beginning with these letters: - a boy the boy
- a girl the girl
-
big
the big
S
II
c. The "sun letters" are: CJ
The article
.11
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LA
c.r
)
.3
E
is not pronounced before nouns and
adjectives beginning with these letters.
Instead,
the sun letters get doubled (geminated) although ..11
is written.
24 - 10 -
Q'
Lesson 1
- a house ..
JIJ
the house
a man
61-4;
-
J....A...A.4
-
the man small
the small
9.
J
1
"
Gender
Nouns are either masculine (mas.) or feminine (fern.).
In general, the feminine is formed from the masculine (participles or nouns indicating professions) by adding the suffix
15 which is pronounced as a, e.g.: 1...:1.da I
- male teacher
1m
female teacher Some words without
2 are nonetheless feminine:
a. words and proper names which are by their nature feminine:
mother - sister Amal (girl's name)
b. most (though not all) parts of the body which occur in pairs, e.g.: an eye
a hand - a foot an ear
1-7,7
4. e.)
11
Lesson 1
c. words that are feminine by usage, e.g.: - the house
- the earth, the ground - the sun
10. Cardinal numbers Only the numeral
any
4-3 j
ong"
has a feminine form
The rest do not change:
- one
(fem.)
j
(ma s.)
two
(t.90)
three
- four five six
o
n.
seven
-
eight
- nine ten
eleven
utt -Bip.
tweZve
11. Telling time What time is it?
LSJi.-.J6
j
/ T
j
?
- It is
1
o'clock.
0.3.te
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It is 2 o'clock. - It is 3 o'clock.
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4
o'clock.
It is
5
o'clock.
- It is
6
o'clock.
It is
7
o'clock.
It is
8
o'clock.
It is
9
o'clock.
n
II
II
0
II
Jai
It is 10 o'clock.
.
It is 11 o'clock.
it
1;
It is 12 o'clock.
III.
GREETINGS Peace be upon you.
And also upon you.
.).LiaJ (reply)
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ADDITIONAL NOTES AND VOCABULARY
115 - 105
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Lesson 7 I.
VOCABULARY - restaurant (s)
-
li...4.96ej
- food
-
couscous
- tagine (a dish of meat and vegetables in sauce or just vegetables served traditionally in an earthenware plate which is itself called by the same name.) chicken one chicken - brochettes
- fish
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(. ';
.4-7f.9-4;
j9-9
ot 1,9
trrj
1
01 1
tso C.1 I
L?
kJ
j .
- 129 - 13G
.2.U I
0I
.;
II
Lesson 8
I.
VOCABULARY
j 1--Lj
- shopping basket(s) - vegetables greengrocer(s) - smell, perfume
wine coriander parsley carrots - turnips squash - celery
- cauliflower - broad/lima bean - peas
- eggplant - beets
- lettuce - garlic - fruits (dry)
- fruit - cherry - grapes
- apricots - peaches - figs
- 130 -
4".
(
)
Lesson 8
01-4.)-11
- pomegranate - water melon
e9.1-11
t;,3--11
almonds
.)9-1J1
j I9 LS
- peanuts
chick peas
II.
GRAMMATICAL NOTES 1.
Past tense of a. verb and masculine subject I liked breakfast. You (mas.) liked lunch. You (fem.) liked dinner.
LZs.aJI
He liked bread. She liked juice.
I
We liked Morocco.
You liked milk. They liked tea.
,5 tZ, I
toA5-.0ac
b. verb and feminine subject I liked beer.
1
You (mas.) liked coffee.
2...9_4...1_,J1
You (fem.) liked harira. He liked salad.
1_ay
U
LAZ
She liked America. We liked France.
You liked Switzerland.
I .7-Nd--e_,9/ eSZ
They liked the house.
- 131
138
Lesson
8
c. verb and plural subject I liked cups of tea.
3
.
You (mas.) liked magazines. You (fem.) liked kids.
4...) I
He liked newspapers. She liked gondoras.
C. 1 J." J.-L.-S-1 1
We liked money.
Ly,..9.11
You liked cars.
C.,11.-mim..!,90,.91:1.11
j..Z.Z.JI
They liked books.
Exercise
Make as many sentences as you can with using these pictures:
133 - 132 -
14.Jb
I
/ ,
.\
I it
111
ilir W
z
6
)-
.
0.111
1
-._..--
s
.... . ,
;
---(1141116,
L
0 41111111
otla,,
'''''':44k
IIN ,,voos,\0\ \ Pt v.N...0
\V
)
%....
#
0.A.,
,vs
Ore i0-..-,-- .... 4.
.
,
14
%0 I,,\1
A2
i o
11(-'
elly ..,;;,:z.-
----;,*
C' ..,.e tic ...,
Lesson 8
2.-
Have you ever. ...?
The phrase
j.
s:
LP...9 conjugates as follows: ,;ii
ot I
(P-9
cAlj
The verb that follows
is often in the past tense.
Examples
Have you ever been to France?
uttj
Have they ever eaten couscousj--c Have you ever drunk mint tea
j
in America? Have never ... The phrase
L'"4
can be conjugated in the following
manner:
Q.1
L...
NB. The verb that follows.)1...c. L_Ais often in the past. -
I have never eaten hamburger. She has never been abroad.
Don't ever say this (again).
.
JLA
Lesson 8
3.
Comparatives and Superlatives Comparatives
Adjectives
Comparatives
good
better than
a Zot
more than
small
smaller than
big
bigger than
short
shorter than
tall
taller than
61ej-10
0""4
4:,42
Jj.112
Examples
Susan's Arabic is better
cj I
than Tom's.
1.3.9-11
Khadija is shorter than Fatima.
The comparative is invariable: it
is the same for
masculine, feminine and plural. Alike/the same Examples
They are alike. They are alike.
Do you want to eat now,
1 a
or wait until he comes? It's aZZ the same to me.
142 - 135
J-5 L-z
Ly.s1
Lesson 8
Superlatives
The notion of superlatives can be expressed in two ways:
a. by adding the article .11 to the adjective and
or Lubas approp
inserting the pronouns ¢s riate:
Mohamed is a bright
ca.-5 J
student.
Mohamed is the brightest student in this class. b. by adding
1
4
t
n
j.ab
j
.
cir.S.1_11
to the adjective in its comparative
form:
Mohamed is the youngest boy in this class.
4.
j 10...JLJ1
wIL-m
r.S
L.-4 I
Interrogative forms
which is ..., or ...? what is ..., or ...,
.
?
Examples
Which is better,
Rabat or Marrakech? Which is bigger,
your house or his?
136
Lesson 8
Answer the following questions: La I
11.3
_
11
1.3
cr_1_,
119
utlj
7
LabSt.1.11
Lesson 8
5.
Structures .31_0 can be used as "only", "just" or
"then"
as shown below: a. Only
It's only been a quarter of an hour since I saw him with her. b. Just
J Ls
I just got here. c. Then
He ate, then went to bed. Jljt--a
can be used as "still" or "not yet"
as shown below: a. Still
He still has my watch.
We still don't know what he is going to do.
.
LP
1--L-4)--C
J-7! J-r!
LSJ 1--4
They are still working with us. We still have time.
b. Not yet (in
a
.
reply) 1.1-1-11
Is lunch ready? Not yet.
L;11...9
JL)1...-0
Has he finished his work yet?
He hasn't finished it yet.
138
1 45
Lesson 8
can be used as "already", "first", "at least" and "as for" as in the following: 3
a. Already He's already left. b. First Let's
at first,
then have tea. c.
At least
Tell us, at least,
ji-i
what you did yesterday. d. As for
As for her, she
wLS L.-4
i-Jar_O__4
has never been here.
III. POPULAR PROVERB A stone from the hand
a1
1...7-°?`"'
of the beloved is an apple.
IV. IDIOMATIC AND SOCIAL ETIQUETTE EXPRESSIONS Really? It is not true.
trrh. I4
Mind your own business.
aLoa I
- Leave me alone.
worthless
48 -' 139
4.11
Lesson 8
Do not be stingy.
Pi
I am not your father.
41."--;
I
(I cannot be responsible
for your acts, and provide for you.) 31.to
This (thing) is shameful. in < Shame on you. (This expression is used when
-
G
i
the speaker wants to discourage somebody from doing something considered shameful.) To Zove very much.
(to the extent of dying for the object of love).
I Zove bananas very much.
5
A Z i loves Janet very much
V.
4=c1
o
SUPPLEMENTARY DIALOGUE 9
91-591-5 9
P-9-11
J L.t .$ L. J o
v-4,
LPL..4
L.-L. I
j J I JL
uo
I
J-S
j1
-
X1,9 3.1k,11
j
L.>
1 _9
I
js
to.9-10
9.tb 1.-a I
1
JI
Y
JI
tr-3--e
c-:;)--;
it4
69
L-.43
Lesson 8
ADDITIONAL NOTES AND VOCABULARY
1_ '1 3
- 141 -
LESSON 9
- 143
145
Lesson 9
10110::(0i30::9::V.10;;;O: Aoll )0i
1PrikIriFIRP'11 AI. AL AO'
Adk
!Of.
IA;
IV.
- 144 -150
;Eg
Ir
.4110$
4E0
.v4
ti
0.6.
Lesson 9
0J -3_11
I
.
_
_
grandmother (s)
sJ
son
daughter SjI,,
children uncle on paternal side
JVJ
pl-4-s -
aunt on paternal side uncle on maternal side
_
aunt on maternal side brother(s)
kx,; -
sister(s)
kx,t_L
/ &
_
wife husband male cousin on paternal side female cousin on paternal side male cousin on maternal side
.1-43
female cousin on maternal side
nephew on brother's side
esi
niece on brother's side
a-Jj
eSJI
nephew on sister's side
a-Jj
niece on sister's side
1
in law(s)
)
step-son/step-daughter mother-in-law, also old woman
/
- 181
182
CLOTHES,
Appendix B
pant (s)
shirt (s)
sweater (s) 4_9L...-5
dress (es)
_
skirt (s)
1294-5
.6--eleS
coat(s) suit(s) sock (s)
knit skull cap (usually worn by men)
_
tie (s)
0.121-11J
caftan, long-sleeved robe (for women)
gondora - a sheer, often white, garment Moroccan garment similar to knee pants, very full burnus, a cape with a hood and no sleeves
lota
turban(s) .12
shoe (s)
sandal (s)
_
a type of North African slippers used as general foot wear sneaker (s)
handkerchief, tissue 1-12-4-4
belt (s)
- 182
-1S3
Appendix B
type of embroidered woman's belt (usually of silk; it can also be of gold or silver) string or cord used to keep sleeves up (used by women)
J-40-4-L
scarf, used as a head cover (for women)
type of North African robe with a hood fez
- 183 -
Appendix B
VEGETABLES carrots turnips courgette
pumpkin kind of long, green squash celery artichoke stalk cauliflower
fava beans/broad beans peas eggplant beets lettuce
potatoes tomatoes
onions green peppers
artichoke cucumber a variety of cue-atter
- 184
--
Appendix B
FRUIT
cherry
a,
1
,
grapes apricots
LAL-0-4-6.11
peaches figs
pomegranate
melon
e
H /
F..
watermelon
cS(.1_11
apples
cL_I-L1_11
bananas oranges
u
pears
plum strawberry tangerines nectarine
prickly pears (fruit of cactus) medlar
18G ,s.815 =
II
/
Appendix B
SPICES
salt
Pepper ginger
cumin saffron turmeric
hot pepper red hot pepper cinnamon cloves garlic H
coriander
parsley
el
mint
167
186 -
4.
It
Appendix B
HOUSEWARE kind of round brown earthenware serving dish with lid
0_>1.3_12
sauce pan(s)
cooking pot(s)
1
(metal)
frying pan (s)
4-;%.11-L-a
J
dish, plate(s)
II
-
spoon (s)
knife(ves)
-
fork(s) (drinking) glass (es)
t-S
_
table (s)
strainer, or colander (s)
t-L-0
teapot(s) coffeepot (s)
-
metal tray used for serving tea large bowl, or dish, in which couscous is served
_ /-4-Z
refrigerator(s)
bottle (only for butane gas) brazier(s)
brochette sticks grill(s)
(for broiling meat)
board used for carrying bread to and from the oven large bowl (for serving soup, fruit, etc.) soup bowl(s)
-
184
S8
Appendix B
wooden spoon(s) sharp knife(ves) dagger)
(for eating soup)
(or hunting
meat cleaver(s)
-
a cooking pot (for couscous) also a hot water storage receptacle for the public bath
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