To the Memory of my Sister Mis'adi ix xiv v \1 '' H "(}. rv 0 \ oA '\"( '\A (Introduction for the student) ~Lbl.J ~:a_. r!. ·"~:a ~I U~ :\ r-lJ U"'J.JI ~.J ~ • ::,.~1.~~1 J~l :'( r-lJ U"'J.JI ~L J I :f r-lJ U"'J.J I t~\JI r~i :t r-lJ '-""J.JI u J I J_,._.!. : o r-l J '-"" J .J I ~l,u JI J~ : "\ r-lJ '-""J.JI The Definite Article, the Sun and Moon Letters:.ul_,.i ~I :Y r-lJ U"'J.JI The Construct UW YI :.ul_,.i illW I :A r-l J '-"" J .J I The Singular, the Dual, and the Plural :.ul_,.i "":"'y!J I.J JS\' I :\ r-lJ '-"" J.J I wi_,J\fi.J ~Y ll : \. r-lJ '-""J.JI " r-l J '-"" J .J I ~~ u:.t & : ~1 (\) ._,:.u JI c.,? ~.J 0 1o~ : JI~ ~~~ : i.,AI possession : .u I _,.i \ '( r-l J '-"" J .J I ~J"'" : ~I ("<) •_,:.u JI c.,? ~.J 0 1.1 : JI~ 0 I ,r.oJ. J. _,.J A : l.,AI Having with~ : .ui_,J 'r r-l J '-"" J.J 1 ~1 : ~1 o~ Ju c.? olo~ : JI~ J~.~ ·~u :l.,AI H r-l J '-"" J .J I .:JJ~~~~~ : ~I J~ l ~ I ~L:.JI c.,? 0 1o~ : JI~ ol £ J.Ll ! ~L: II .::.1} :!' :i.,AI Wanting with~ :.ul_,.i A\ 0 \.T' \\'( \o r-JJ V"J UI lS:~I U . ~ cJ : !. · ~ • : I J ,- ~ • .>- ~ J~' ~ ul.l :JI_,. . ~.,a.JI J_,.l.JI: l_, il Subject/Person Markers .ul_, Verb Types Having with e-" Moving to the Past with 0 lS: \"\ r-JJ V"J UI J~~~~ , !oU_,£:~1 Ju JJ ~UJI ~ 0 1.! : JI_,. ~.,a.JI rJWI :i_, il Negation .ul_, L.~ The Arabic Sentence Non-hwnan Plurals \Y r-JJ V"J UI ~ _.1-;.L ~ • : I • , = • .>- I ( \) ._, b_, ! l I t:-'" JtJ ll ~ u l.l : J 1_,. ~l:i_, il Conjugation of4-i .ul_, Object Pronouns (The Relative Adjective) ~I The Cases \Ar-JJ V"J UI ~I~ ~_,~ , !o : ~l (Y) ._, b_, !J I e-" JtJ ll ~ 0 1.! :JI_,. 4 :!.!_,._.11 :l _, il Verb-Subject (Dis)agreemcnt : .ul_, \\ r-JJ V"J UI J4-:!)ll U !. ~ ·~, u_,1J:.J4 ~ , !o ~ ~ :~1 ii ·~ .,:,1-"!' ~ ul.l : Jt_,. Jl.,a.ll :l _, il followed by the verb in the perfect .U : .ul_, '\'. r-JJ V"J UI ~ -' U !. c.rll iJ4-JI ~ :~1 ~ ~ 0 1.l j~ J~l a, :Jt_,. 4J., : l_, il followed by the verb in the imperfect ~ : .u I_, '" \YA \'\"0 '0. \0"\ \'\'\" y \ r-l J I.>" J.J I ·IS !. . .J~ · 1.i< . L • : I ~ - 'r!' IJ-! r-= - >- Fl c.? .:_. l.l :.)1., .: ~ : i_;al Subject/Person Markers on the Imperfect Verb .u.l_,.:i The Comparative and Superlative .)~~~:~1 yy r-AJ I.)"J.JJ _,i~ J.:!~ I c.,? ~-'-' i.:!~ : ~I .:_, I.U U".W I ~ ~ J.,;.&.ll lJo., : JI~ .:,J}'JI :i_;il Sound and Broken Plurals :.u.l_,.:i Yr' r-AJ I.>" J.J I .I.:' J! ~_,L.: e : ~I J.,;.&.ll v-e i.:!~ ~~ ~ .:_,IJ : JI~ .J-'"""'A : 1_;;1 .:,SL . ~i . ~ .u.l_,.:i The Ordinal Numbers Y! r-l J I.>" J .J I _,i~ c.,? i.:!~ ~ V.:OI ~ : ~I .l.:'J! c.,? U:.WI •J4.>J .:_,IJ ~.l.:' i.:!~ ~~ : J I~ oiJ_, II :i_;;l The Imperative .u.l_,.:i The Imperfect of As similated Verbs in ~ iii Yo r-lJ '-"'J.JI _,.c~ v-e lS~I ~I ~ H i.:!~ : ~1 .I.:' J! .: ~ u c.,? .:_, IJ : JI~ ._, :._,:. :1 _,.AI i-~~1 : ~1 Y\ r-l J I.>" J .loll ·~I c.,? ~.,.:JI J_,~ i.:!~ :e: 1 i.:!~ ~~ U:.u t-" .:_,IJ : JI~ _,:.1~1 :i_;il yy r-lJ '-"'J.JI ~ J ~ I v-e ~ H ~~ :e: 1 u i !._, i.:!~ ~IJJ :JI~ \'\\ W'\ \AY \AA '" Y.r Y.A "(A ,._l.J U"' J .l.11 ;~ ~.J •.Hl 0 ~ Jl, , J ~~ rt =~' ~~ -Ht ~~~I~ I :JI_, ~ La.: :1 _,.ll •.)4-1- 4(,F~ : ~i "( '\ ,._1.) <.)"' .) .l.11 lS~I ~ ~~ U !. :~I ~ , 1 i_,.J : Jl_, ~ : l_,JI Conjugation of Doubled Roots .ul_,.;i Passive Voice in~ Person Marlters in~ r . ,._1.) <.)"' .) .l.11 ~ . J .: .L. • ; :-1 ., c-: = • >- !~ ~ 0 w ~ : JI_, Jl~ :i_,.ll The Resumptive Pronoun: .ul_,.;i r ' ,._1.) <.)"' .) .l.11 ~~-Hl:~l o'J,J .UI.i. r' = .) , , ~J :l_,.ll Passive Voice in Levantine = ~l_,:i r "( ,._1.) <.)"' .) .l.11 ~~rt=~' ~1-Ht •J4 J ~~ -Ht.J oiJ : JI_, : ,J~ :i_,.ll : J~~~IJI./J~ : ~i rr ,._1., <.)"' ., .l.11 dll~ : ~l ~I.J t IJ.UI V.C 0 1J J"-:! ~~-HI : JI_, iv 0 L c :i_,.ll r t ,._1., <.)"' .) .l.11 . Jl, , :~l ~ , o'J :J1, V".u.JI :l_,JI "'' ro ~J V"'J.JI ~_, i ~ t IJ UI_, ~J., _JI ~ J 11 : e '1 ~t:o ll Jt e t)IJ_, ~.,ro!.~l :JI~ i ,>AliJ I : i jl I e and~ : .u I _,.J t ~l~~ : ~i r' ~J '-""J.JI J, JI ~ ~~ : e '1 J, JI ~ l.)IJ : JI~ (" ,_1. _,.;.J I : i jll rv ~J '-""J.u 1 ( \) v-=-J I J 4 : e ' I t)~ vll ~~ ~ l.)IJ : JI~ ~,.:; : i_;il (The Accusative of the Absolute) J.l lo 11 J_,a.til :.ui_,.J r'A ~J V"'J.JI ( Y) v-=-J I J 4 : e '1 ~_, j ~ t IJ UI : JI~ >al~l :i_;il r\ ~J '-""J.u1 (\) ~_, JI '-"'-'.JJ-1 ~IS :e '1 ~;.,.'il ::.L-4-JI :JI~ .~1 JI UI : l_;il L ~J IY'J.JI (Y) ~_, JI V".1JJ.1 ~IS : e '1 t)J.)'il ~ l.A.Jij ~I VSL 'il ~ l.)IJ Jt •.•• ~ J~ : .)1~ l,l"'"~! t.r.~ ~.)l:i :i~l f\ ~J '-"" J.J I (\) J.,&JI_, c,.,!.~~_,JI :e '1 ~_,a.i ~~ J.1J i.J4j ~ t)~~ J~_, l.)IJ : JI~ v •::•.)~~~ : i~l Roots and Stems :.ui_,.J t Y ~J IY'J.JI (Y) J.,&JI_, c,.,!.~~~l : e '1 ~y!.J , _,~ : .)1~ r~rt :1~1 HA t Y' r-JJ V" J.J I <'era~ '-:-'4 v. ~ ~) ~ =e ' ~V i :!~~~~c)I.1 : JI~ ·~ JS ~ , wr ~~ v. ·J,.: 11 J4 ~J ~· :! _,.11 "'" H r-JJ '-"" J .J I w. WA "(\O T.Y t.l i.JIJ ~ :e 1 ~~I : JI~ ~I~ J4 :!_,.11 to r-JJ V"J.JI (~J'il u., u., ) ~ = e ' IS~I~~I : JI~ c.ra41 Jl~ : 1_,.11 The Forms of the Arabic Verb: I, II, and V : .ui_,J t' r-JJ '-"'~.JI (~J_,Ji ~~J~II_,l~)~ : e 1 ~~'il U.U4 ~.~La- : JI~ ··~ >'!" t-" . ~·V:!~I ~L o1 ~t.!.u· ~ :1_,.11 Fonn IV : .ui_,J tv rolJ '-"'J.JI •J4- ·~J ~ = e ' ~,:JIJ .~La- : .,1~ ~J~:i_,.ll Forms VI and VII : .ui_,J tAr-JJ V"J.JI YJ~J ~ :e 1 J_, JI v-II '-:-'l.Al.ll ~~ c:,IS l,jl 0 1.1 J'~ J~ :.,1~ vi ~ J~ '-:-'L.a.: :al : 1_,11 Fonn VIII : .u I _,l £\ r-JJ V"J.JI ·~J~ : e 1 J_, JI ~ J~J cjl.l :JI_, ,. ~J~ : 1_,.11 Form III : .ui_,J o • r-JJ '-"" J.J I .,L JIJ ~IJ ~ : e 1 ~L:JI~_, t-" ~I.L :.,1~ ·~.~JL !,· ~~ :1_,.11 r., nr n. nv 0' r-iJ U"J.l.ll (!till .w. ,.:,1) ~ :t "1 t )L _L ~ t-" ~Li :JI., ~.jJ.J .J_, : i.,.;l Fonn X :.ul_,:; 0" r-iJ '-"' ,;.1.11 u_,.; :.s : t " 1 ,ji.J t-" ~Li :)., ~.JJ.J .J_, ~ ~ u.JJW. :i.,.;l Noun Patterns :.ul_,:; o'f r-iJ U"J.l.ll w,_,.; :.s : t " I ~I ~I ~1.>-!1 t-" ~Li :JI., ·~~ L:.i ~· ·~ :i.,.;l ot r-iJ U"J.l.ll w,_,.; :.s : t " I ,.:,L.L ~ t-" ~Li :JI., (.,f.>-!>""~.) :i.,.;l 00 r-iJ U"J.l.ll w,_,.; :.s : t " I Ju J.I ~L:.JI ~ ,ji.J :JI., (.,f.>-!>""~.)~ :i.,.;l (Appendices) ~)lll rt. (Reading and WritinP) ~l.:iS.JI.J i.l_,.i.JI . \ T'o. -=-l.:.L : 'ii.J .<!bl _,La ~I •-=-IJI_, JI •t L : 'il c.J""., :. . Y (Texts of Listening Selections and Dialogues, Jeopardy Games, and Tests) f. f.\ (Grammar Summary) .ui,&JI ~ :.!.JI!.JI ~I f.Ao (Verb Conjugations) JW'il ~,., :;:~I~ I ~I f. \A (Arabic-English Glossary) l.,f~~ - ~~ V"_, u = v-ela.~ I ~I vii Acknowledgments I would like to express my gratitude to Dick Feldm~ Annie Hoff, and Andrew Page of the Language Resource Center at Cornell. As the director ~f the Language Resource· Center and the local representative of the Consortium for Language Teaching and Learning, Dick has been a strong supporter of Arabic instruction at Cornell in numerous ways. He played a central role in the production of the audio and video materials which accompany this and the other textbooks I have written and in the publication of the present volume. Annie took a leading role in shepherding the book through the final design and printing stages. Andrew spent many hours in the audio and video labs setting up equipment, teaching me how to use it, and doing a good deal of the work himself. Micah Garen gave his time and energy wholeheartedly to the task of bringing my imaginary characters to life with humor and cultural authenticity, making the book more useful and enjoyable. I am also grateful to Ragy Ibrahim, Muna Aghawani, Muna Barghout, and Shada El-Sharif for generously giving time from their busy schedules to assist with the audio recordings. Ragy's keen eye caught many of the typos that I had failed to catch myself. My wife, Rebecca, spent countless hours discussing with me the problems of teaching Arabic and the solutions implemented in this book. The book has greatly benefited from her insight and critical thinking. Her insistence on quality was often frustrating, but in the end it was always rewarding. Finally, my deepest gratitude goes to my students at Cornell University, who over a number of years served as enthusiastic participants in my experiment with a new method of teaching Arabic. vii! INTRODUCTION (FOR mE STUDENT) This textbook integrates an Arabic colloquial dialect with Modem Standard Arabic (MSA) in a way that reflects the use of the language by native speakers. Arabs communicate in the colloquial in everyday situations, and use MSA for reading, writing, and formal speaking. For example, when an Arab reads a newspaper, he reads MSA, but when he discusses its contents with his friends, the discussion takes place in the colloquial. Arabs from different parts of the Arab world speak different dialects, but MSA is virtually the same everywhere. This is why the majority of Arabic programs prefer to teach MSA. However, students who learn to speak only MSA will not be able to use it in conversation; not only will they sound ludicrous, but they will also find it difficult to understand what is being said to them. I believe that teaching a spoken dialect for everyday conversation and MSA for reading, writing, and formal speaking is the most effective way to prepare students to function in Arabic. I also believe that if a student masters any Arabic dialect well enou gh, he/she will be able to function in other dialects, just as native speakers from different areas of the Arab world do. The Arabic spoken dialects share most of their vocabulary and grammatical structures with one another and with MSA; that is why they are considered dialects of the same language rather than different languages. This textbook builds on these shared features and attempts to bridge the gap among the different language varieties. The colloquial Arabic dialect used in the textbook is Levantine Arabic. It is the Arabic spoken in Syria, Lebanon, Palestine, and Jordan. It is one of the major Arabic dialect groups that most speakers of other Arabic dialects are familiar with through contact with its speakers and through radio and TV programs. The variety of Levantine introduced can be described as educated Levantine. In choosing words and structures for inclusion in the book, regionalisms and localized features have been avoided whenever possible in favor of the more common and more "standard spoken" forms used by educated speakers of the dialect. Suggestions for Using the Textbook This textbook includes activities and exercises geared towards developing all language skills simultaneously. Humor, illustrations and pictures, and different types of vocabulary-building activities aim at making the acquisition and retention of language elements both enjoyable ~d effective. The book can be divided into tqree parts: Lessons 1 through 10, Lessons II through 55, and five appendices. U.l-10 The goal of the first part is to introduce the Arabic writing system, the numbers, and about 150 high-frequency words related to personal identification, school, time, weather, home, family, and work, food, and clothing, which are then used as a basis for further vocabulary (and other skill) building. A lesson in this part consists of three main activities: a. Introduction of new words. (The number ranges from I 0 to 25). This is done by the teacher in the classroom with the help of illustrations, pictures, maps, and other teaching aids in a communicative manner. b. Listening exercises. The goal of these exercises, which take the form of short dialogues, and short descriptions of places,_people, and events, is to provide a context for using the new words introduced in a given lesson and to recycle those in previous lessons for effective acquisition and retention. They are all recorded on the COs that accompany the textbook. The student listens to the CD recording and answers questions in the book in English. c. Reading exercises. The goal of these exercises is to help master the reading skill quickly and painlessly through the use of words that have been introduced before and through the extensive use of illustrations. ix [...]... to master all the letters before you start reading The reading exercises that follow are based on words that have been introduced in class This and the illustrations should make these exercises manageable 1 (The Arabic numbers above and the numbers used in English (and many other languages), which are called Arabic numerals, have their origins in the same source, i.e the Arabic alphabet.) 4 The Arabic. .. Cornell, travels to Jordan to take a summer Arabic course at the University of Jordan and meets Sharifs family in lrbid Readi~l In addition to buidling your reading skill, the reading selections serve as an introduction to the modem Arab world L I 5 provides a Jist and basic statistics about the Arab countries (area, population, capitals, rulers); LL 16-27 include descriptive passages about the Arab world... four popular dishes, some of which referred to in the main activities of the book, are included They are written in English because they contain unfamiliar words or words that are not important for you to learn at this point They are all healthy, easy to make, and representative of what Arabs in the Levant and probably other areas of the Arab world eat You can prepare the dishes and eat them at home,... your Arabic pronunciation, to Jearn new words and expressions, and simply for enjoyment You should be prepared to read them aloud in class and to memorize parts of them for recitation Grammar Notes Emphasis in the approach followed in this book is on intelligibility rather than on grammatical accuracy As long as you understand what you hear or read and can make yourself understood when communicating a. .. general and 11 major Arab countries starting with Yemen in the east and ending with Morocco in the west; LL 28-39 present descriptions of 12 major Arab cities from San 'a in the east to Casablanca in the west; L 40 provides a timeline of major events in Arab-Islamic history starting with the birth of the Prophet Muhammad and ending with the American occupation oflraq and the arrest of Saddam Hussein; and... dialogue I am not suggesting memorization of the dialogue, but rather, understanding it and using it as a basis to develop a dialogue in class with another student that deals with a similar situation, using as many words from the dialogue in the book as you wish as well as words and expressions you have acquired previously The dialogues tell the story of an American student, Dan, who meets Sharif at... message, then discussion of grammatical structures should be avoided and class time used to work on the other language skills However, an explanation of grammatical structures may be necessary, especially when you need it to help your understanding of spoken or written materials This is why grammar explanations are provided at xi different points in the book and a grammar summary is included in an appendix... fit Additional Activities ~t ¥I :.U u : J I Lessons 11-55 are accompanied by additional activities They are intended as vocabulary-building exercises and as reinforcement of what you have learned in the core parts of the lessons They should be used as a source of learning and enjoyment The vocabulary used has appeared previously and is presented in a new context to help you master it Most of the activities... CDs that accompany the textbook In the first ten lessons, the readings that have been recorded are marked by a CD icon (0) In LL 11-55, all the reading selections have been recorded with the exceptions of those presented in tabular form The dialogues of LL 11-55 have been acted out and videotaped on location in Jordan and are available in DVD format All these audio and video materials are included in... not connect to a followoing letter 5 Read the following words The individual letters that make up each word are shown in parenthesis r t (when connected) and • (when unconnected) is a feminine ending It is found only at the end of a word It is called taa ' marbuuta in Arabic grammar For now, pronounce it as a See Appendix 1 for more on taa' marbuuta 0 6 _J ~ s h d .t.lol - .a tV' .a ~ (Write I)