a course in levantine arabic

The last five units differ from the preceding lessons in that 1 two alternative tracks are provided for their basic texts and conversations, the first being the continued use of transcr

an adie

z⁄ Course Mt Leyautine rerabée

Gy

Ernest MeCarus Hamdi Qafishel Raye Rammuny

Department of Hear Eastern Studies

“Ue University of Michigan

phan reborn, 1978

Copyright @Q“Ernest N McCarus 1974

Revised Edition, 1978 Reprinted: Sept 1979, Dec 1983,

All rights reserved No part of this book may be reproduced in any form without permission of the authors

ISBN 0-916798-07-0

INTRODUCTION

A Course in Levantine Arabic was first prepared in 1974 and then

revised in 1978 The revised edition includes a few additions, corrections

and reorganization of some of the materials, particularly the glossaries of

the last five units

The present revision, like the first edition, is designed for college

students and business and government employees who intend to use Levantine

taught here can be used and clearly understood in Beirut and Damascus, it

must stress here that the dialect taught is not pure Jerusalem dialect, and reflects recent borrowings from both rural Palestinian dialects and literary Arabic For this reason, alternative pronunciation of some words and

expressions are provided where necessary

' The book does not presuppose any prior knowledge of Arabic To that

end the authors have devised a transcription system to represent the Arabic

on pages 246-47

_ This course is based on a blend of techniques and principles of the direct and audiolingual methods as well as the modern cognitive schools The basic elements of the dialect taught are thus presented in-a very

systematic and precise manner, accompanied with illustrative examples and sufficient practice Recognizing the importance of the recurrence factor

in foreign-language teaching, the authors included in each lesson a number

of exercises mainly to reinforce and review the sounds, vocabulary and

grammar already taught

The book contains thirty lessons including a wide variety of dialogue topics, grammatical explanations and exercises A typical lesson contains

(a) a basic text dealing with an everyday situation, (b) vocabulary based

on the basic text and additional vocabulary related to it (vocabulary and

cultural notes are added in this section, where necessary), (c) pronuncia- tion dealing with phonetic descriptions of unfamiliar sounds, followed by listening and imitation drills, as appropriate, (d) grammatical explana-

tions relating to the new structural points of each lesson, (e) general drills to provide sufficient practice in the use of vocabulary items and

grammar learned in each lesson as well as the previous lessons, (f) conver-

sations dealing with various topics needed for daily communication, (g)

review drill(s) based on the basic text and/or grammatical features to

reinforce vocabulary and grammar, and (h) occasional listening comprehension

selections utilizing familiar vocabulary in a new context The first 25

lessons provide a wealth of drills, conversations and review materials

which give the teacher a good range from which to select the materials

The last five units differ from the preceding lessons in that (1) two

alternative tracks are provided for their basic texts and conversations,

the first being the continued use of transcription and the second being

Arabic script, and (2) an English translation is provided for new vocabulary

items first in the left margins of each text and then in a separate section

those students who already know the Arabic script It provides practice

in reading colloquial materials using Arabic script Those students who wish to learn the Arabic script are referred to A Programmed Course in —

Modern Literary Arabic Phonology and Script (Ernest McCarus and Raji Rammuny)

or Introduction to Modern Standard Arabic Pronunciation and Writing (Peter Abboud et al.), or any standard reference grammar of Modern Standard Arabic

The authors have made a special effort to include in these last five units cultural phrases needed by the student which have not yet been introduced The book also contains (a) an Arabic-English glossary with transcrip- tion and (b) a list of common cultural and useful phrases used in the book, arranged according to the order of the lessons In addition, tapes contain-

ing the basic texts, vocabulary, pronunciation drills, selections included

in the listening comprehension section and conversations are available The materials are recorded first at normal speed and then with intervals to

enable the student to listen to each item or phrase and then repeat it

Native speakers from Jerusalem are used in order to give authentic pronun- ciation of the materials recorded

ACKNOWL EDGMENTS The authors wish to thank all those who have helped in preparing the final manuscript: We are indebted to the College of Literature and Sciences

of the University of Michigan for its generous help in the typing of the original edition; to the University of Michigan Center for Near Eastern and North African Studies and to its then Director, Dr Kenneth A Luther, for encouragement and moral support; to all colleagues and students who used the mimeographed form of the materials, and particularly to Professor Frederic Cadora, Ms Nora Kalliel and Ms Nuzha Abdel-Majid for their helpful comments and suggestions; to Dr Nabih Alem, who did the Arabic cover page; and Ms

Kathyanne Piselli, who typed the final draft

conjunction

example for example

feminine

following imperfect literally

Literary Arabic masculine

someone

something

subjunctive first student second student third student teacher

vowel

denotes incompleteness; between words indicates no break

in phonation with verbs: separates perfect and imperfect; with other words indicates alternate forms

stress mark (written over vowels) encloses phonemic transcription of Arabic items

encloses plurals; indicates additional explanatory information

LESSON PAGE

2 The Helping Vowel /-i-/ and Consonant Clusters .27

3 /?ilu/ ‘he has' 2 Aaaaad aannana 28

E General Drills 2.0.0.0 0.000 ce eae .29

9 A Text ceelt-i-limhandis €abbaas "The Family of Engineer Abbas" 3]

Vocabulary Notes: 1 /sindu/ "he has' 2 2 .32

2 /kbiir/ 'big, old' Soe ee ee ee .32

2 /?aywa/ and /nafam/ 2 ee ek le wee 43

] The Interrogatives /?akem/, /?ayy/ and /feen/ 44

2 /TuuL-ilwe?t/ 'all the time’ .2.2024-4 62

3 Suffixed Pronouns and Prepositions .4 65

5 Perfect Tense and Subject 0.4 288208 67

6 /taani yoom/ ‘the next day’ 4 2 68

Vocabulary Note: /2eeŠ/ and (Sul cn ee ee ee 73

2 Indirect Object of the Verb - 2 2 ee eee 74

3 /Hayaa/ ‘life’ ee ee eee ew AD

A Text fi $emmaan "In Amman" 2 2 ee ee 78

Vocabulary Notes: 1 /xeer-i-NSaaLLa?/ .2 22 80

3 /Teele/ and /?ehil/ ‘family’ 8

1 Active Participles 2.2.0.0 28 8880-7 81

2 Lengthening of Final Vowel woe ee ee ew ew 82

3 The Imperative Form of the Verb 244 83

4, /?ajetu/ 'he received’ 2 ee ee 84

E General Drills 2 2 2 ee ee ee ee te ee 84

G Review questions based on text 2-28+828- 86

H Listening Comprehension See ee ee ee ee „ĐỒ

viil

Vocabulary Notes: 1 /Hda9š/ 'eleVen' cv Q2 90

2 /minnu/ ‘from him' and /fannu/ ‘about him’ 90 Pronunciation /q/ and /k/ 2 1 we ee ee ee ee 90

Review questions based on basic text 96

Text niyyaalhum "Good for Themi" .2.2 98

Vocabulary Notes: 1 "The Use of /2aLLa ysollmek/ AM 100

Grammar

1 /biddhum/ ‘they want’ re 10]

5 /talat ?aShur/ vs /talat-tushur/ ‘three months ' rn 105

Review questions based on text 0.02084 107

Vocabulary 2 2 ee ee ee ee ee ee 110 Vocabulary Note: /tšaRRafna/ and /šaRRaftuuna/ 2111

3 /fiŠ Gindi/ 'I don't have’ 048 111

4 /?akem sone ?ilek / ‘how long have you been ? 112

5 /bti¢jibni/ 'I like it’ ¬ ee ee ee 112

.l Shortening of Unstressed Long Vowels 2.5.2 12]

2 Replacement of Long Vowels before Two Consonants by

Grammar

Summary of Indicative Inflections 123

3 Counting Objects: 1-20 124

4 Negative of Verbs .0.2.-0-02-2.08- 125

3 /?aaxir sieir/ ‘the last price’ Se ee ee ee es 140

4, /tealaate kiilo/ ‘three kilos' 0 140

6 The Negative /mi8/ ‘not’ .2.224- - TẠI

1 /bidd-/ ‘going to' ts 150

4 Perfect Tense NegatÏOn Và ga TBỊ

1 Verbs: Past Progressive and Past Habitual 170

4 /beSTi/ 'he gives' and /bi9€jib/ 'it pleases', Fom IV 172

1 /SaaR/ ‘to become’ 2 ee ee ee ee 191

3 Active Participle 02 44020 eae 201

4 /lew/ 'if it were that': condition contrary to fact 204

2 /haade huwwe ]- kelb/ ‘This is the dog.' ce ee 224

Levantine Arabic in Arabic Script 2.2.24 246

B Conversations (Arabic script)

xii

B Conversations

2 MaTSeM l-?uds 2 1 ww ee ee ee ee ee 265 Vocabulary 2 6 ee ee ee ee ee ee 266

Vocabulary 2 6 eee ee ee ee ee ek ee 267

A Text ?atyaadns (Arabic script) 269

2 MaTfaM l-?uds 2 2 1 we ee ee ee ee 272

Vocabulary 1 1 eee ee ee ee ca QUA VY Ta 276

A Text Haflit zewaaj (Arabic script) .4 281

B Conversations (Arabic script)

A Text mRowwiH min blaad d-dahab (Arabic script) (1) 292

A Text mRawwiH min blaad d-dehab (Arabic script) (2) 302

Appendix II Cultural and Useful Expressions - 329

xiii

min ween ?1inti ye nediime?

2$ne min 1ubnaấn

min weén fi Tubnaan?

min beruut w?fnte mneén?

?éne min ferdnso

Yousif and Nadima

Where are you from, Nadima?

I am from Lebanon

Where from in Lebanon?

From Beirut Where are you from?

I am from France

Where from in France?

From Paris

27(24)NNSSS/ means “the text"

Both items contain consonants which are pronounced doubly long, like kk

in the English bookkeeper; this will be discussed in Lesson Two

from; of where?

Hala Nadia Muna

Miryam

Farida Sarah Widad

C Pronunciation

The consonant symbols used in Lesson One have approximately the same pro- nunciation values as for English; the following symbols, however, represent

consonants not functional in English: /?/ and /S/ The latter, /S/, is a kind

of "dark" /s/ that is treated in Lesson Seven /?/ is a consonant, known as

before stressed vowels, e.g., “an ice man", "oh-oh"; or in place of /t/ in

some dialectal pronunciations of "bottle" (bo?1), "little" (1i?1), etc Glottal

stop will be treated in greater detail in a later lesson

The following drills contain thése symbols which represent sounds

It is important not to insert a vowel between such combinations An aid in

pronouncing such words in context is to pronounce the word in conjunction

with the preceding word; thus

must be pronounced without interruption Further examples:

winti mneen? = win-tim-neen? '

All short-long pairs contrast in quantity: the long vowel is pronounced for a period of time twice as long as the corresponding short vowel in any

The first four pairs of vowels occur in this lesson, and will be discussed and drilled in the following paragraphs

he settled (case) batt baat he spent the night

he recited verses nosed naa$ od he implored

he caught hold of mesek masaak your evening

Short /i/ is most like "i" in English "pit" while /ii/ is roughly like "i"

in English "machine" But remember that /ii/ should be pronounced twice as long as /i/

Drill 2 Short /i/ and long /ii/

ciple)

d /e/ - /ee/

The vowel in English “day" is really a combination of two vowels, e.,

/dei/ The Arabic vowel /e/ is of the quality of the /e/ part of /dei/ "day" but without the /i/ part; it is a "pure" vowel /e/ It is like the "a" in

English "date" or "e" in English "they", but always without the /i/ vowel

to avoid adding the /i/ quality as you do in English /e/ is usually the last sound of the Arabic word

3 Stress There are regular rules for the placement of the accent in Pales- tinian Arabic

(1) If a word has one long vowel that vowel is stressed:

yudsif, tutnis, wladdak, lubnadn, berudt, berifs

(2) A short vowet followed by two consonants is stressed:

2Ínti, ferẩnse, madrase

(3) If a word has two long vowels or both a long vowel and a short vowel

followed by two consonants, whichever one of these is nearest the

lubnadn, naasyifnek

?ấne, kấteb, dấreset, ?aabálatu

D Grammar

1 The Equational Sentence

The equational sentence is a sentence that contains a subject and predi-

cate but no verb Thus, in /?ana min lubnaan/, /?eana/ is the subject and

/min lubnaan/ is the predicate The predicate modifies the subject The

English equivalent will have in it a form of "to be" "is, am, are"

to male human beings are masculine, e.g /yuusif/ ‘Yousif, Joseph', and those

are masculine or feminine depending on their shape, e.g /ders/ 'lesson' (m.),

or meaning, e.g /beruut/ ‘Beirut’ (f.) (name of a city)

Arabic pronouns likewise show a distinction in gender /?fnte/ is masculine, and can be used only when addressing a male, while /?{nti/ is feminine and is used when addressing a female The pronoun /?4ns/, on the other hand, has

common gender it may be either masculine or feminine in gender

An interrogative is a word that both has a basic meaning and also asks a question Thus, /ween/ has the meaning of “what place?" and makes the sentence

it is in a question

The interrogative usually comes first in its sentence; if it is the object

of a preposition, the entire prepositional phrase as a unit comes first Thus /min ween 2inti?/ ‘From where (are) you?'; /?inti min ween?/ is also used when /?inti/ is to be.emphasized

The phrase /min ween/ is often pronounced /mneen/, with no change in mean- ing, e.dg.;

min ween fi lubnaén? = mneen fi 1ubnaán?

4 The Particle of Address /ya/

The word /ye/ is always used before a name or title used in direct address,

as in /min ween ?inti, ye nediime/ ‘Where-are you from, Nadima?' /ys/ is like

difference is that Arabic /ye/ is modern and is always used in direct address

min ween ?{nte, yo yudsif? ‘Where are you from, Yousif?’

Model: Sy: ?ône mỉn beruút w?inte mneen?

‘I am from Beirut Where are you from?"

2! ?êns mỉn barits w?inti mneen?

‘I am from Paris Where are you from?!

min ween yudsif?

min ween nadï1me?

mneen ?3na?

kadmil : hadda solifm

bessadm: mneển hứwwe?

bossadm: wmifn haddi-lbfnt?

kadmil : haẩdi mứna

Lesson Two

Bassam: Who is this boy?

Kamil : From Syria

Bassam:

Kamil : This is Muna

Bassam:

Kamil : From the Sudan

And who is this girl?

Where is she from?

Vocabulary

(male) doctor (female) doctor (male) student

(female) student

lady

professor; teacher

this; that

‘the lady' Unlike English where double consonants occur only when words are

put together, as in "bookkeeper", or when certain suffixes are attached to the

word, e.g., “openness”, the use of double consonants is very common in Arabic

As in the case of short and long vowels, the difference in pronunciation between short and long consonants changes the meaning of Arabic words, as illustrated in the examples above The student, therefore, must be careful

in pronouncing Arabic double vowels and consonants

Drill 1 Short and long consonants

he cried báke bákke he caused (s.o.) to cry

D Grammar

The basic form of the Arabic definite article is /(?i)1-/; like the

English article "the", it means that the noun has already been referred

to or is assumed to have been specified:

independent word, but must always be pronounced as part of the following word The parentheses designate that if the word is the first in the

sentence the part in the parentheses may be pronounced, e.g.,

Henceforth (?i) will no longer be written as part of the definite article

If, however, the article follows another word ending in a vowel, the

parenthetical part is not pronounced, e.g.,

If that preceding word ends in a consonant, on the other hand, only /?/ is lost, e.g.,

ween-il?ustadz? ‘Where is the professor?' The hyphen, as usual, shows that the words it joins are pronounced without break, as if they were a single word

The basic form of the article is /1/; however if the word

begins with a consonant pronounced in the same part of the mouth as the /1/, e.g., /d,t,s,z,n/, then /1/ is replaced by that consonant Illustrations:

daktoéR ‘doctor' ddaktodR ‘the doctor'

In both English and Arabic there are geographical names that contain the definite article In English, for example, we always say “The Hague", "The Netherlands", but "Paris" or “France" In Arabic /(?i)ssudadn/ 'the Sudan'

is always definite, while /lubnadn/ 'Lebanon" does not take the article The Arabic definite article has certain uses not found in English: the following are illustrated in this lesson:

and

min ween ?{nte ye 2ustadz seladm? ‘Where are you from, Professor Salam?'

10

b ‘in demonstrative phrases, as in

This is composed of the demonstrative /haddi/ plus the noun /sitt/ with definite article /s/

The demonstrative pronouns/haddea/ and/haddi/ may be used independently, e.g.,

as subject of a sentence, or as modifiers of nouns In the latter function either one of them may be replaced by a prefixed form /he-/, e.g

The prefixed form is the usual one, the independent forms being used for special force; for example, /haadde/ will probably be used when pointing at the object The following dialogue contrasts the usage of the prefixed and inde- pendent demonstratives :

1?us taaz ssitt

ddektodR ddektoóRe

Drill 4 Cued

S: miin hdwwe? ‘Who is he?'

S: miin hiyye? "Who is she?'

11

kadmil Steve seliim

Drill 6 Translation

Who is this professor?

And who is this lady?

Where is she from?

The female student is from Tunis

Where is this boy from?

He is from The Sudan

This is doctor Sami Kamil

Ssaamya: 2?2na saắmya

kemaal: mneen ?{nti yo sadmye?

Saamya: w-haddi-lbint miin?

kemaal: haddi Ruth

kemaal: min Canada

12

How are you?

Fine, thanks

Who is this boy?

This is my son

What is his name?

His name is Mahir

14

10 Mahmoud: And is this your daughter?

11 Suhayla: Yes This is my daughter

12, Mahmoud: What is her name?

13 Suhayla: Her name is Widad

taalit (m.) third

Haalsk _ your (m.s.} condition, your health

?usmu his name

maahir Mahir (boy's name)

bint girl; daughter

/1e?/ and /le?a/

/]e?e/ may be used instead of /19?/ for stronger denial, e.g.:

15

C Pronunciation

The placement of stress is quite predictable in Palestinian Arabic

(see pages 4 - 5), with only a few exceptions to the general rules Hence- forth stress will be marked on words only when there is an exception to the rule Thus, /?&sumhe/ in the Text of this lesson will continue to be writ- ten with an accent mark, but al] the other words follow the rules and will

be written without accent marks

2 /r/ and /R/

vowel than consonant; for example, pronounce "bird", "word", "hurd", "heard", and "berg" and you will see that -ir, -or-, -ur, -ear-, and -er- are pronounced exactly the same in these words, irrespective of the spelling The fact is that the vowel letters could be omitted and the words would still be pro-

nounceable Arabic /r/, on the other hand, is a consonant produced by flap- ping the tip of the tongue against the roof of the mouth, It sounds very

much like "t" in the word "water" as it is normally pronounced in informa] American speech; or, in other words, like the "t" in "metal" when it rhymes with "meddle"

If an Arabic vowel occurs next to /r/, it is still pronounced distinct from other vowels; listen to your teacher pronouncing the vowels preceding /r/ in the following words, noting that each vowel is clearly pronounced:

Saker ‘he thanked' faransa ‘France!

Arabic /R/ is a flapped consonant like /r/ but differs from it in the ways it affects the vowels /aa/ and /a/

As we have seen, the vowel /aa/ has roughly the value of the "a" in

In the same way, /a/ has the value of "u" in "but" when next to /r/,

but when next to /R/ it is pronounced more like “o" in "cot" but shorter and more clipped Compare:

16

As you will see later (p 52), all consonants represented by capital letters affect vowels in a similar way, except for the consonant /H/

We saw on page 9 that consonants may be double (or “long"); in the

case of /r/ and /R/ doubling involves also a change in the manner of

articulation That is, /r/ and /R/ are flapped consonants while /rr/ and /RR/ are trilled consonants A trilled /r/ or /R/ is the result of the

rapid vibration of the tip of the tongue against the teeth ridge or against the roof of the mouth In other words a trill is equal to a rapid succession

of flaps The difference between the two is illustrated by Spanish /pero/

‘but' and /perro/ 'dog' Listen to the difference as your teacher pronounces the following pairs of Arabic words:

honor (n.) šoRef šoRRaf he honored (s.o.)

he came to cirif $€eRRaf he introduced (s.o.)

know

In learning to produce the trill, first practice producing the flap

as in /berad/ or /MaRa/, or by focusing on the flapped t in American

English "I oughta go" (= "I ought to go") or "a lotta milk" (= “a lot of milk") Then, holding the tongue firmly in position for the flap, relax

the top of the tongue and let it vibrate as you exhale for several seconds Another approach, once you have mastered the flap, is to pronounce a

word with /r/ or /R/ at the end, e.g in /ktaaR/, /biir/, /zuuR/ Since the natural tendency is to trill a word-final /r/ or /R/, you will eventually

produce a trill here, which you can then transfer to other parts of the

word

Some students achieve the flap and trill immediately and with little effort, but many must try very hard over a long period of time before they succeed Once acquired it is not lost Do the exercises described above daily until you master it Since the English r is very conspicuous when

substituted for the Arabic /r/ or /R/, your efforts will be well rewarded

Arabic has two h's, /h/ which is pretty much like English "h", and

/H/, which has no counterpart at all in English As with all strange new sounds, the best way to master /H/ is through careful listening to your

teacher and imitation The following hints, however, should be helpful /H/ 1s produced in the throat by tensing up the muscles in the area of the tonsils You can locate these muscles by gagging, as if trying to close

up your throat Say "hai", then repeat it changing the /h/ to /H/ Another approach is to whisper “Hey you!" as loudly as you can; this will come close

to producing /H/ for you

17

Arabic /h/ and /H/ may come at the end of a syllable or a word; examples

section Note in Drill 1 how /h/ and /H/ affect the quality of following /aa/

The following drills contrast /h/ and /H/ first as the initial consonant

of a word, then in the middle of a word, and finally as the last consonant of the word

Drill 1: Initial position

he pulled down hedd Hedd limit, end

he renounced hajer Hajer stone

Drill 2: Medial position

vigilant; wakeful saahir saaHir charming

he added cardamom to bshher baHHar he stared

(tea or coffee) Drill 3: Final position

English words may begin with one, two or three consonants, or none at all, as in

cannot begin with a vowel:

18

miin (one) ‘who?!

Palestinian Arabic words may begin with any combination of two

consonants, e.g., /mn-/, /1H-/, /wh-/, etc If these combinations prove difficult for you, you may pronounce a short /i/ before them, as some

Arabic speakers do: /imniiH/, /i1Hemdilla/ (You might also hear the

three-consonant combination /str-/ preceded by a short /i/.) /w/ in such combinations, e.g., /whaadi/, /w?inti/, is pronounced like a short /u/

1 Demonstrative Construction

Note that /haade-lweled/ in the basic text is a phrase meaning ‘this boy' while /haade ?ibni/ is not a phrase but a sentence including both subject and predicate, meaning 'This is my son.'

English can make a statement into a question in three different ways:

a By reversing subject and predicate:

b By intonation:

-This is your daughter (statement)

Arabic lacks device (a) but does use intonation as in (b);

haadi bintik? (question)

In both languages the pitch of the voice is high at the end of the question sentence Since the exact patterns differ in the two languages, imitate your teacher as carefully and faithfully as you can, so that you will be clearly understood when you speak Arabic

c Both English and Arabic have interrogative words; compare:

kiif "how? ' These are also considered question-makers; however, in the case of Arabic

the question intonation mentioned under (b) above is also normally used

together with the interrogative word, while in English this is not neces- sarily the case Note the pitch on /bintik/ as your teacher says these

sentences

19

miin bintik? ‘Who is your daughter?!

4

The pitch on "daughter" will normally be the same in both English sentences

Intonation colors the meaning of entire sentences; you should constant-

ly be sensitive to your teacher's patterns of intonation and strive to imitate them as closely as possible Proper intonation can go a long way in making your Arabic more comprehensible and more natural sounding

bint "a girl; a daughter'

/bint/ means 'girl' or 'daughter' while /-i/ means ‘my' and /-ik/ means ‘yours’

(m.s.) condition, your health’ is analyzed as /Haal/ ‘condition’ and /-ak/

is /-u/ and for 'her' is /-ha/, as in

Note the two forms /?usum/ and /?usm-/, both meaning 'name' The form with the hyphen /?usm-/ is used with a suffix beginning with a vowel, e.g /?usmu/ ‘his name’, /2usmi/ 'my name', /2usmek/ ‘your name' The other form is used with a suffix beginning with a consonant in order to avoid three consonants in a row, e.g., /?Usumhe/, or with no suffix at all e.g., /2usum/ Such words are listed in the vocabulary with two forms,

suffixed pronouns as follows:

?ibnak "your son'

?2ibïnha "her son' nore the vowel harmony /2fbinhe/ (both are /i/), but /?usumhe/ (both are

20

‘'you' (m.s.)

‘What is your (m.s.) name?'

?inti, samiir, hiyye, Iweled, Ibint, huwwe, fariide, ?ana, Pinte, l2ustaaz

Drill 5: Cued Drill

Sy: kiif Haalak? ‘How are you?' So! mniil 'Fïne '

huwwe, muniir, Iwaled, ?inti, ?ene, Ibint, hiyye, Nancy, Sandy, saliime,

huwwe "he! hiyye 'she' Demonstratives haada 'this' haadi ‘this

tilmiiz ‘student’ tilmiize ‘student’

Names maahir 'Mahir" meryem ‘Miriam’

If the noun refers to human beings or animals, then its gender is the same as the sex of its referent, as illustrated above Other nouns are feminine if they end in /-e/, e.g., /madrase/ 'school', or in /-a/ after

21

Adjectives are also masculine or feminine, e.g., mniiH 'good' (m.),

mniiHe 'good' (f.)

Like the demonstratives, adjectives must also agree with the nouns they modify -masculine adjectives with masculine nouns and feminine adjectives

with feminine nouns Illustration:

haadi-ddektooRe mniiHe ‘This (female) doctor is good.’

The noun /Haal/ ‘condition’ has no gender of its own but takes that of its suffixed pronoun:

kỉiif Haalek? mniin

kiif Haalik? mniiHe

Names of cities are feminine, e.g /baruut, berilis/

Drill 6: Chain (in pairs)

Model Sy: haade weled ene ‘This is a boy.’ '‘I'

So: haada waledi ‘This is my boy.'

1 How are you, Sami?

2 Her name is Muna

3 Who is this (woman) doctor?

4 Professor Salam is from Tunisia

5 How is her son?

6 Where is his doctor from?

7 My professor is from Libya

seliim: min suuriyye

2 Nancy : MaRHebe ye muna

Nancy : kiif Haalik?

Nancy : mniiHa

Nancy : haadi meryem

meryem: MeRHeba

meryem: mỉn ?emeerka

meryem: min Texas

ziyaad: haad] binti

7 w?inte šu ?usmak?

8 wŠu ?usum he-ttilmiize?

9 mneen hiyye?

11 mneen ?ena?

23

How are your studies?

They're O.K too

Where is your professor from?

24

10

12

13

14

children?

a boy and three girls

Karima: Are they here?

Fakhri: No They're

good (noun) good evening today

much; very; very much studies

your studies

also, too

your (plural) professor

our professor boys; children (with suffixed pronoun) has, have

he has three (followed by plural noun)

girls; daughters

(m or f pl.) they here

Damascus

you

we their professor

house; home

library book pencil; pen lessons

The consonants /k/ and /x/

Arabic /k/ is like English "k" and presents no problems; /x/, however,

is not an English consonant, and does require some drill /x/ is like ‘ch'

in German "Nacht" or "Bach", and in the contemporary American slang word

“yech" as pronounced by some Americans The following may be useful to know in mastering this sound

25

/k/ and /x/ are both pronounced with the back of the tongue in the back

tongue presses against the soft palate and momentarily blocks the passage df air; if you say “ahk-kah" you will note that you completely block the passage

with the soft palate; the air continues to pass through the opening between the tongue and the soft palate, producing /x/ As you practice /x/, produce

"almost a /k/" as you imitate your teacher

26

Drill 1: Initial position

he concealed katam xetem he sealed

blind kofiif xefiif light (not heavy)

the letter "k" kaaf xaaf he became afraid

complete, perfect kaami] xaam] ] indolent, sluggish

waterskin (rural kirbe xirbe (site of) ruin

dialect)

Drill] 2: Medial position

older ?2okbar ?axber more informed

he resided sakan Sexen it became hot

he thanked Sekar Saxer he snored

honored mkarrem mxerram perforated

resident, living saakin saaxin warm

I live baskun basxun I get a temperature

it will be bikuun bixuun he betrays

Drill 3: Final position

he knelt down barak barex he knelt down

he behaved Salok selex he skinned (animal)

Drill 4 The consonants /x/ and /H/

maternal uncle xaal Haal condition

lazy xaami | Haami 1 carrying; pregnant

sources of maxaabir maHaabir ink pots

information

he perfumed with baxxeR baHHaR he sailed

incense