an introduction to moroccan arabic

This also means that in Moroccan Arabic all of the consonants occur as both emphatic and plain because of the influence of emphatic consonants on plain consonants as explained above..

1i

Copyright © 1973 by Ernest T Abdel-Massih

All Rights Reserved

No part of this book may be reproduced in any form without written permission of the author

ISBN Number 0-932098-80-7-X

Revised Edition March 1982

Tapes accompanying this textbook may be ordered from the University

of Michigan Media Center

Tape Duplication Service

416 S Fourth Street

Ann Arbor, Michigan 48109

FOREWORD

The preparation of this volume was initiated and supported

by the University of Michigan Center for Near Eastern and North African Studies as part of its general program of research and training on the languages and cultures of North Africa A number of studies in anthropology, history, and political science

have appeared and others are in preparation, as well as a complete

course in Middle Atlas Berber

We are indebted to the Ford Foundation for the grants to the Center that have made this work possible We are most grate- ful for the assistance of the people and government of Morocco

to our faculty and students

First Edition August, 1973

W D Schorger

INTRODUCTION

This book grew out of the great need for an introductory text in

Moroccan Arabic for college students Most students beginning the study

of Moroccan Arabic in modern universities are prospective field

researchers in the social sciences, or linguists with special interest

in the field of Arabic dialectology To assure interest among such

users of this book, maintenance of a level of linguistic and cultural

contact commensurate with their background and ability was felt to be

of great importance With such considerations in mind, overly repetitive

sentences and sentence patterns have been avoided

This study was originally the product of a research project sponsored

by the Center for Near Eastern and North African Studies at the University

of Michigan Following preliminary research in Ann Arbor, a variety of

field materials was collected during the summer of 1969, in preparation

for the teaching of a course.in Moroccan Arabic during the 1969-1970

school year A large number of field tapes were checked for linguistic

and cultural content by the author with the assistance of native speakers

of Moroccan Arabic During the preparation of course materials, all the

data were carefully checked by the author with Mr Ali Kanouni, a native

of Fez This work resulted in the publication of A Course in Moroccan

Arabic in 1970 The contents of this present book are a revision and

expansion of the units of the above-mentioned book

The present volume consists of seven parts Part 1-3 are available

on tapes and should be studied in order

Part One, "Phonology", consists of detailed explanations

the phonological system of Moroccan Arabic, and twenty pronun~

ation drills to acquaint the student with the system of trans- iption employed here This system is in striking contrast to other

ystems of transcription used for Moroccan Arabic, particularly with

pect to tense consonants, short vowels, phonological structure of

yds, etc (see pp 1-38) it is advisable that the student master this

ctem completely before beginning the units of the book This mastery

n be achieved by repetition of the pronunciation drills with the heip

€ the language laboratory tapes

: Part Two, “Basic Units", is composed of ten units that present the essential grammar of Moroccan Arabic Part Three, "Conversations", is

conprised of ten units that introduce dialogues varying in length and

structural complexity with explanations of new grammatical points The conversations are designed to serve as an introduction to Moroccan culture as well as reinforcing the basic patterns of the dialect

consists of twenty-four verb tables Part Five, Part Four, Appendix A,

Appendix B, > the "Glossary of Technical and Grammatical Terminology”,

8

presen ts ; 1n 8 simple and concise manner, mos t of the termi olo ỷ and

grammatical information that a student of Moroccan Arabic will encounter

in using the language It is hoped that it serves as a brief reference grammar of the language Part Six, "Lexica": Arabic-English and English- Arabic, include all vocabulary items used in this volume, and in the author's Advanced Moroccan Arabic, Center for Near Eastern and North African Studies, The University of Michigan, Ann Arbor, Michigan 1973

It is worth mentioning here that the Advanced Moroccan Arabic is entirely based on this volume It contains thirty-eight texts which are adapta- tions of Field tapes and serve as an introduction to Moroccan ethnology,

history, folklore and literature

vii

Part Seven, xrayf tha, or Jeha Stories, is in Arabic script and also

in transcription It consists of seven stories which all are on tape

The preparation of this book has been made possible by the cooperation

of a number of individuals In particular, I would like to express my

appreciation to Mr Mohammed Mahmoudi for his helpful comments, construc-

tive suggestions and for his hard work with me Many thanks are due as

well to Mr Ali Kanouni, Mr Mohammed Guerssel, and Mr Mohammed Mahmoudi

for recording the units for use in the language laboratory I would also

like to express my gratitude to Peggy, J Owens for her devoted and most

conscientious efforts in typing the manuscript, and for her helpfulness

and great dependability throughout the work on this study

To Loraine K Obler, I owe an especial debt I am deeply grateful to

her for her insightful observations and constructive suggestions during

the preparation of the manuscript To her goes my sincerest thanks and

deepest appreciation for her interest and great assistance in the study

I would like to thank Mr Umar Hassan and Mr Jamil Ragep for their

valuable assistance on the Enlgish-Arabic Lexicon

I would like to express my thanks to Professor William D Schorger

who as the Director of the Center for Near Eastern and North African

Studies initiated the program of research on North African languages

and linguistics at the University of Michigan and has whole-heartedly

supported it

The Center defrayed the costs of research assistants, field trips,

typists, tapes and tape recordings, as well as providing me with the

time and opportunity to carry out the field research and analysis

As always, I am deeply grateful to my family and, in particular,

to my wife, Cecile, whose patience, constant encouragement and deep understanding have sustained my efforts during the work on this book

To Professor Ernest N McCarus, who introduced me to the field

‘of Arabic dialectology, I present this study

Ernest T Abdel-Massih

Ann Arbor, Michigan March 1982

ix

qs Emphasis, Labialization, and Tenseness

6:

LIÊN 8:

, +

“Jaf ll!

ip yup DD

6.9 Pronunciation Drill 12: Phonetic Schwa eee

7 Phonological Structure of Words ` oe ee 7.1 Stress oe eee tw we et ew ¬ 7.2 Pronunciation Drill 13: Consonant Clusters 7.3 Pronunciation Drill 14: C: , G:C., C:c:

8.1 Pronunciation Drill 15: Diphthongs «

9 Interchange of Phonemes ee CA cm R1 AI 9.1 Pronunciation Drill 16: Interchange of Phonemes

10 General Pronunciation Drills rr rr

10.2 Pronunciation Drill 18 .4 2.086848

10.4 Pronunciation Drill 20 oe eee

PART TWO - BASIC UNITS

UNIT ONE

1.2 Grammatical Notes a

1 Noun gender 2 2 2 eee ee we

2 Definite article sae ee

3 Noun-modifier agreement eee ee

4 Equational sentences ¬

5 Noun-adjective phrases — I.3 Vocabulary ee

I.4 Grammatical Notes: Feminine in /-af#/

2 Feminine singular modifiers

3 Masculine plural modifiers

4 Feminine plural modifiers

II.4 Drill 2 0 044 cee ee ee

I1TI.12 Grammatical Note Independent pronouns

II.13 Drill 6 .0.4 2.4 0485 ` se ee ee UNIT THREE

III.1 Review-Drill 1 1 2.1 oe eee

1 fwaS/ 6 a we ee we ee ete 2.-6 Demonstratives .4 Text 2 2 2 6 1 ew we we ee eh ee Drill 3 1 1 6 ww ee ew ee ee Drill 4 2 1 2 ee ewe we

Grammatical Note

Text 2 6 8 1 ew we ee ee ew ee Drill 5 ww we ee ee ew

Drill 7 2 1 ww ww ee we ee ee Text rr soe ee ee ee Text ee ee ee Grammatical Notes: Numerals

Word Study List: Marketing oo

Drill 8 eee eee we Drill 9 2 wee ee ee ee Drill 10 .+2.20048.4

ˆ

UNIT FOUR

Review-Drill 1 2 1 1 ww we Review-Drill 2 .4.42

Review-Drill 3 .4464 Review-Drill 4 2 2 4 2 wee Text: What is your name?

Text: Where are you going?

Text: Where are you going? /maŠi/

Drill 5 ewe wee oo Drill 6 6 1 1 ew ww we we we

Text: Telling time

Text: Days of the week oe Drill 7 2 we we ew ee ee ee

Review-Drill 1 4 ee Review-Drill 2

Text: Modifiers | soe `

Text: Negation of modifiers

Grammatical Note: Negative morpheme_

VI.1 VI.2 VI.3 VI.4 VI.5 VI.6 VI.7 VI.8 VI.9

VI.10 VI.11 VTI.12 VI.13 VI.14 VI.15 VI.16

VI.17 VI.18 Vi.19 VI.20 Vi.21 VI.22 VI.2ã VI.24

VII.1 VII.2 VII.5 VII.4 VII.5 VII.6 VII.7 VỊII.ð8 VII.9 VII.10 VII.11 VII.12 VII.13 VII.14 VIT.,15 VII.16

Drill 6

Text: Possession Grammatical Notes?

Drill 7 .-

Drill 8

Drill 9 wee Drill 10

UNIT SIX Review-Drill 1

Review-Drill 2

Review-Drill 5 Review-Drill 4 ‹ Review-Drill 5

Review-Drill 6

Review-Drill 7 Text: How much? | Grammatical Notes

1

2 Verb form Drill 8

Text:

Drill 1l .s

Text: Imperatives Grammatical Note:

Drill 12 : +: ‹

Drill 1ã

UNIT SEVEN Review-Drill 1

Review-Drill 2 Review-Drill 3

Text:

Text:

Grammatical Notes:

Text 2 2 2 we ee Drill 4 , Drill 5 .s Drill

Drill Text:

Drill ee ee Text: Imperatives Grammatical Notes:

se

Sound verbs

ae co 6 ee

ˆ

+

>

* eo 8 4

os 8

o 8 &

s 8 8 16 os 8 @

re er er 8

ee ee ee oof so

oo

- 8 8

o 8 8 8

o @ # @ 8 8

o « © 6

s 8 8

* 8 «© 26 8

a 8 6 2 *

Text: Medial weak verbs” oe ee see ¬ 158 Grammatical Notes: Medial weak verbs ` 7: eo 138

Grammatical Notes: Final weak verbs | eee ee ww ew ew we we 6d

Text: Final weak verbs ¬ cà ce ee oo 142

Text: Weak Form II verbs ` oe » 145 Grammatical Notes: Weak Form Il verbs” có » 145 Đrill 11 MO ÔN Án CN CV CC CN Ca cv a 147

Grammatical Notes: Quadriliterals eee oe » + 147 Text: Biradical verbs — we ee oo 149 Grammatical Notes: Biradical verbs soe ee oe eo 149

Grammatical Notes: Verb imperfect and imperative - - » 152 Drill 13 a Ha HAI CO CN ca Ra 153 UNIT NINE

Text: Imperfect of weak verbs soe soa x +» + 159

Grammatical Notes: imperfect of weak verbs oe + + + 160

Text: Future with /xadt/ wo oe eee „+ 163 Grammatical Notes: Future with /xadi/ oo ` -+ồ 164 Drill 7 oe eee ee we ee we ek - 164

Grammatical Notes: Negative imperatives - - * - 165

Drill 8 - ˆ* ˆ oe eos oe “oe * « « 165

UNIT TEN

Review-Drill 2 2 « » «© w X.2

X.3 Review-Drilli 5 , © «ee ee X.4 Review-Drill 4 + + we X.5 Review-Drill 5

X.6 Text: Past habitual ` X.7 Grammatical Notes `

1 /kan/ as tense marker

2 /vadi/+ imperfect verbs

Text 2 2 2 ee ew ee ee Drill 8 ee ee ew ee Text «2 2 © 6 © eo ee ee

XII.1 Phone Call 2 + + + © ew we

Vocabulary 2 6 6 + 2 © © © © XII.2 Questions 1 6 6 ee ee ee XII.3 Proverbs 5 2 # © © © e we #8

UNIT THIRTEEN

XIII.1 With Ahmed's Family -+ +»

Vocabulary er XIII.2 Grammatical Notes «4 + + « +

UNIT FOURTEEN XIV.1 At the Dinner Table .-.-s

Vocabulary «1 «© «© © © 2 * XIV.2 Grammatical Notes « «+ + + «© +

1 Ordinal numerals

2 /walu/ ‘nothing’

3 Object pronominal suffixes

XIV.3 Questions 1 6 2 + we es ae XIV.4 Proverbs «4 + oe ee

Mary and Lila

oo

os

's

a

3 Relative Iii “ca woe

4 Kinship terms 7 oo

XVIII.6 Questions woe ee ee oo

XVIII.?7 Mary Visits Lila - Part TH

Vocabulary , «và so k1 XVIII.8 QuestiOnS + + + se ew we

XVIII.9 Proverbs .46s -

UNIT NINETEEN George and Mary Arrive in Morocco XIX.1 At the Airport in Sale 2 1 sw eee

Vocabulary 2 1 6 6 ew ew we ee te XIX.2 Grammatical Notes «+45 se we ee

1 /xlq/ , /xtaq/ 2 6 1 we we ee

2 ‘excellent’ 2 1 2 + ee we we

3 /hadi Gamayn/ v.v + + + we ee XIX.6 Questions 2 «© + we oe ee XIX.7 After Dinner 6 2 6 6 ee te ee ee

Vocabulary + 2 «es re rer XIX.8 Grammatical Notes: ‘the same' , + + XIX.9 Questions 2 1 6 4 ee ew we oe ee XIX.10 Proverbs 2 « 2 © we ee oe ee

UNIT TWENTY

XX.1 George's New House woe ee es

Vocabulary 2 2 ew ee eee XX.2 Grammatical Notes 2 2 «1 1 2 © © © we ee

1 relative tii so eee

2 ‘right, left' oe ee

XX.4 George and the Landlord +4 se et ee

Vocabulary oe ee ee es XX.5 Grammatical Notes: Parts of the human body

XX.7 George and Mary Buy New Furniture cons

Vocabulary 2 6 a 6 6 we ee ee te et XX.8 Grammatical Notes 2 1 2 6 6 © © © © e ee

1 /ha/ plus pronouns „ oe ws

2 ‘the four of them' oo

3 /mafndk -/ tyou need not! ¬—

APPENDIX A - Verb Tables 2.5

APPENDIX B - Glossary of Technical and Grammatical

LEXICA + se ee

English-Arabic 2 1 2 2 ee ew eee we ew ew

ZHA STORIES - XRAYE ZHA

Text 1 - Jeha and the Clay Pots

Vocabulary 2 2 2 6 6 6 ee wwe eee ee

Arabic Text 1 - tha wiqdur os wee ee

Text 2 - Jeha, His Son, and Their Donkey ee

Vocabulary 2 2 ew ww eee ee Questions

Arabic Text 2 - tha wildu wi: :hŠ dyalhum Sa vi

Text 5 - Jeha from Morocco and Jeha from Algeria

Arabic Text 4 - Zha weamu 1 we Và

Text 5 - Jeha and the Donkeys 8 we

Vocabulary 2 ew ee we ờ s ee Questions ee ee ee ew ee ee 8

Arabic Text 5 - Zha wihmir

Text 6 - Jeha and the Ducks

Vocabulary 2 + + + 6 ew ew ew we ee

Arabic Text 6 ~ tha w1brkat oe TM

Text 7 - Jeha from Oujda and Jeha from Fez

Figure 4 - Tongue Position for /t/ «6 6 2 1 ee we we es 7 Figure 5 ~ Tongue Position for /S/ 1 1 1 6 6 ee ee ew we es 8 Figure 6 - Tongue Position for /s/ «6 ew ee ew ee ee ee 8

Table 2 - Moroccan Arabic Vowels ee ee ee ee ew ew w 23 Table 3 - Moroccan Arabic Vowel Allophones ea ee we oe - 23

Moroccan Arabic Script Sample 2 6 6 ee ee te ee we te ew ee 376

xix

1 Introduction

Since we are primarily concerned here with spoken Moroccan Arabic

rather than the written form, it is only appropriate to begin this

volume with some discussion of the pronunciation To help the student

pronounce the sounds of this foreign language, some details about the

organs of speech and the articulation of Moroccan Arabic sounds are

given here

2 The Organs of Speech (See Figure 1)

The stream of air expelled by breathing passes out of the lungs and

is used for speech The larynx is a cartilaginous box at the upper end

of the trachea or windpipe The importance of the larynx in speech is

that it contains the vocal cords, or vocal folds which are two horizon-

tal folds of elastic tissue The triangular space enclosed by the two

vocal cords is referred to as the glottis The tongue has four sections:

the apex or tip, the blade or front, the dorsum or back, and the root

which forms the front wall of the pharynx The tongue is one of the

most important movable articulators The upper front teeth are

important in speech formation Both the lips are of importance in

speech The roof of the mouth could be divided into four parts: the

alveolar ridge, the convex portion of the mouth just behind the front

teeth; the hard palate, which is the portion behind the alveolar ridge;

the velum or soft palate, which is the area behind the hard palate;

and, finally, the uvula, the small appendage that hangs down from the

very edge of the velum

There are three major resonance cavities: the mouth, which is known

as the oral cavity, the nose or nasal cavity and the throat or the

pharynx; their main function in speech is to serve as resonators

Lower Lip

Pharynx

Moroccan Arabic 4 Phonology

Table 1 Moroccan Arabic Consonants and Semi-Vowels

*These phonemes occur in a few words borrowed from French, e.g /lapist/ ~ /lab:ist/ ‘unpaved road, trail' (French ‘la piste'), /paris/ 'Paris' (French

"Paris'), /avrit/ ~ /abril/ ‘April’ (French ‘avril')

3.1 Explanation of Terminology

Speech sounds are usually described in terms of:

(a) Place of articulation, i.e position of the speech organs during the production of a sound, e.g position of the tip of the tongue in

relation to the upper teeth is referred to as Dental when we pronounce

/t/ (notice that English /t/ is alveolar)

(b) Manner of articulation, i.e the way in which the speech organs

perform during the production of a certain sound, e.g when the lower

and upper lips form a complete closure thus stopping the air flow as in the case of a /b/ which is here termed "Stop"

(c) Voiced - voiceless, this refers to whether or not the vocal cords

vibrate A voiced consonant is one which is accompanied by vibration

of the vocal cords; for examble /b/ in the English word "boy" A voiceless consonant is one which is produced without any accompanying vibration of the vocal cords; for example /f/ in the English word "foot" The difference between voicing and voicelessness can be felt strongly

if one covers one's ears with one's hands, then pronounces the English words "pear" and "bear" paying attention to /p/ and /b/

(d) Emphasis: In addition to the above, Moroccan Arabic is charac- terized by having a set of "Emphatic" consonants which are sometimes referred to as either "Velarized" or "Flat"

An Emphatic consonant is one which is produced by pressing the blade

of the tongue against the palate so that the articulation is velarized

or alveolarized rather than just dental (See Figures 3-6) Table i

lists /t¢s z1[ / as the emphatic counterparts of the PLAIN /tdsztir/ We will refer to / † đ $ ¿ | r/ as the "Primary

Emphatics" The occurrence of a primary emphatic consonant will cause

a plain consonant in the same syllable (sometimes in the preceding and/or the following syllable) to become emphatic This set of changed consonants will be referred to as the "Secondary Emphatics" The domain of the spread of emphasis is the syllable, which means that

a syllable has all or none of its sounds emphatic This also means

that in Moroccan Arabic all of the consonants occur as both emphatic

and plain because of the influence of emphatic consonants on plain

consonants as explained above

The influence of emphatic consonants on vowels is very noticeable

to a non-native speaker This is particularly clear with the vowel

/a/, when in the environment of an emphatic consonant Listen to your

teacher pronouncing /tab/ = [tab] 'to be cooked! with the a as in

English father, Bob, cot and then listen to him pronouncing /tab/ =

[teb] 'to repent' with the a as in English cat, nap, lack

Now try pronouncing /{ab/ and then /tab/ and notice when pronouncing

the first word how your tongue is drawn back, spread to the sides completely filling your mouth with the dorsum of your tongue raised

The influence of emphatic consonants on plain non-emphatic neighbor-

ing consonants is also very clear, e.g /drb/ [dr°b] 'to hit' can be transcribed as /drb/ or /drb/ The latter form marks /d/ as a primary emphatic and /r/ as a secondary emphatic, since only /tdszir/

can occur either as primary or secondary emphatics In any case, all emphatics do color the neighboring consonants Thus, when there is more than one emphatic, we may not mark them all, e.g

dars ~ dars ~ dars !lesson',

(e) Labialization is a feature of the peripheral consonants / b m f /

and /kqx*h/ It is here indicated by a rounded stroke over the

consonant, e.g B Labialization is manifested as simultaneous lip-rounding when producing any of the above-mentioned consonants Thus, /D/ is pronounced as bY” or bw and /k/ is pronounced k™ or

kw Notice that / B&F / can vary with bw, mw, fw ; or bu,

mu, fu

(£) Tenseness is a very important feature of Moroccan Arabic A tense (also fortis) consonant in general is produced with more force than its lax (also lenis) counterpart Tense or fortis here refers to two identical consonants with no intervening vowel pronounced with

stronger articulation and greater tension on the muscles of the articu-

lator and, usually, aspiration Lax or lenis refers to a single consonant pronounced with lesser muscular tension in the speech organ and weaker, laxer articulation and, usually, no aspiration A tense consonant has precisely twice the duration of a single consonant

The intensity and aspiration (puff of breath) which are characteristic

of the tense consonants give them a syllabic quality (i.e maximum

degree of sonority in the syllable) so that /b:/ is heard as [*bb] or

[°bb] This is transcribed in most other systems that treated

Moroccan Arabic phonology as /ebb/ The same systems use [a] in the

transcription of [hh] as [ahh] In our system of transcription [ebb]

is transcribed as /b:/ and pronounced [°bb] and [ahh] is transcribed as /n:/ and pronounced as [Ênh] The raised up vowel - {*1, [7] - denotes

Figure 6 - Tongue Position for /3/

that it is purely phonetic, i.e totally predictable and causing no

Places of Articulation (See Figure 2) Bilabial: lower lip and upper lip ( p bmw ) Labiodental: lower lip and upper teeth ( f v )

Dental: apex of tongue and upper teeth (ttddsszz1 1)

Alveolar: apex of tongue and alveolar ridge ( nrre )

Alveopalatal: apex of tongue and front part of palate ( § 2 )

Palatal: tongue blade and palate ( y ) Velar: tongue dorsum and back of palate ( k g ) Back-Velar: tongue dorsum and velum ( x ¥ ) Uvular: tongue dorsum and uvula ( q) Pharyngeal: root of tongue and pharynx forming a stricture ({ h ¢ ) Glottal: produced by complete closure and instantaneous release of the vocal cords The sound / 2 / is produced in the glottis or the opening at the upper part of the larynx, between the vocal cords and thus called glottal stop or glottal catch

Manner of Articulation Stop: refers to consonants characterized by a complete closure of the air passage, thus blocking the air stream momentarily, e.g

closing of both lips in production of /b/ (pbttddkgq?) Fricative: refers to consonants produced by friction caused by the air moving through a narrow passage in the mouth (fvsszz8 2

Flap: refers to a consonant produced by the rapid vibration of the apex of the tongue It is a single tap of the tongue in which the

A look at Table 1 shows that Moroccan Arabic has more consonants

than English Most of the sounds are pronounced like their English

counterparts while a few are quite unlike anything in English; and,

therefore, require great practice on the part of the student

3.6.1 Moroccan Arabic consonants pronounced almost like their English

go

fine (occurs in borrowings) vine

The following sounds also exist in English, but please note the

following:

/\/ - Moroccan Arabic /\/ is like the /1/ in English lazy, leave,

late rather than the /1/ of English feel, pull, role Moroccan Arabic

/\/ then is like the first /1/ in the English word level but never like

the second unless velarized (primary or secondary emphatic)

To realize what this means you might like to try to say "pull", then

start the word "leave" where you finished "pull" Now you may realize

that initial 1's in English are different from mediail/final ones

in level as "Clear" /1/ and to the last /1/ as "Dark" /1/ Moroccan

Arabic plain /1/ is "Clear" and the emphatic /|/ is "Dark"

/h/ as in English "he" /h/ is not difficult when it begins a

syllable or a word, e.g Moroccan Arabic /ha/ ‘here is* or /mfhum/ ‘It

is understood' But the student may have difficulty pronouncing /h/

when it is within a syllable or word final, e.g /\Ighwa/ 'coffee' or

/rah/ ‘there he is’

/?/ is a sound that should not give the English speaker any trouble /2/, the glottal stop, which is produced by complete closure and instantaneous release of the vocal cords, is sometimes found in English

as in New York dialect pronunciation /bo?l/ 'bottle' or as the initial sound of English "ouch"

In Moroccan Arabic,words or utterances never begin with a vowel In

all cases where a non-native speaker hears what he thinks is an initial vowel, it is always / ? + V /; thus, /ana/ is /?ana/ 'I'

4 Pronunciation Drills (All Pronunciation drills are on tape in the language laboratory.)

Bach drill is read three times The first reading is to acquaint the student with the items of the drill The second reading allows spaces

for practice Ideally, the third reading should be practiced without looking at the printed drill Also note that, while a drill is meant

to help the student master a certain sound, sometimes a minimal pair containing a previous sound is also drilled for purposes of practice

and differentiation

4.1 Pronunciation Drill 1 : Moroccan Arabic sounds that occur in English

Notice that /a/ = [2] as in English cat, nap, lack

fat he passed by 2) / x; YÝY 34% 8, °% / are all back consonants known as gutterals

malak angel / x,W / are back velars, /q/ is uvular and / h , ¢ / are pharyngeal

dar he did (back of the tongue) back and produce a fricative; this produces /x/

labas fine 4) /y¥/ is a voiced back velar fricative It has the same place and Lat he saw manner of articulation as /x/ Try to produce /g/, then move the dorsum

daz he passed further back than /k/ and should not be used as a substitute either for

walda one who gave birth to a baby IklswT [PU k? lew] the kidneys

equal to a single vibration of a trill, e.g /Zra/ ‘he ran’, /rab/ katYli it is boiling

Moroccan Arabic 16 Phonology Moroccan Arabic 17 Phonology

kam]

IxariZ

makani magana Ixai xaftu qul

bYiti bqiti bkiti rab Ixla

I qamiza

Iqayd

lb*#rir

ixatm Ixizana Ixima

a tent high cost her tent

it (f) is expensive

it (f) is empty

finished abroad, outside

my place watch the maternal uncle his maternal aunt say!

you (s) cried

it (m) is ruined wilderness

he ran the maternal aunt

he runs

he carries it (£) coffee

forest work high cost the shirt the administrator Moroccan pancakes the ring

4.4 /h/ is a voiceless pharyngeal fricative Pharyngeal sounds are

produced by a constriction of the root of the tongue against the pharynx This is not an easy sound It is advisable to practice pronouncing /h/

by producing a vigorous constriction of the pharynx slightly below and

behind the extreme edge of the velum This can be achieved by drawing

the body of the tongue back toward the posterior wall of the pharynx

with considerable force Try this and it should produce /h/ Let us call this sound the "panting" sound

4.5 Pronunciation Drill 3 : /h/

a voiced pharyngeal fricative If you try to pronounce the

4 vowel "a" as in "fat" with your tongue pressed down, you will

ar /*/, which we will call the "bleating" sound

Pronunciation Drill 4

sali fad kay*awd

eSrin SaZzib

*®alya

kay®Ÿbni

beid fliha elihum Sguza

Yali xali hali hadi Yadi xaiu qalthaả Ilhrira qalu qruda qlil hanut

high (m) yet, just

the old woman that is to say together

he sold

high (mn) expensive (m)

As mentioned in 3.1 c , the domain of emphasis (that of flatness or

velarization) is the syllable We called / tds z1! 4 / a “primary

emphatic" set, the occurrence of which causes other non-emphatic

consonants to become emphatic This latter set is here termed the

“secondary emphatic" set, e.g /drb/ 'to hit' has /d/ as a primary emphatic phoneme and /rf/ as a secondary one It is worth mentioning here that the transcription of this word without marking /"/ as emphatic

Phonology

§ also acceptable It is hard and almost impossible to pronounce

emphatic /d/ and non-emphatic /r/ next to it Thus, /drb/ ~ /drb/ 'to

hit' and, similarly, /tb!/ ~ /tbl/ ‘drum (musical instrument)' are

acceptable variants in terms of transcription Variant transcriptions

may occur throughout the Units of this book for words where / tdsz/

occur as secondary emphatics Thus /ras/ ~ /ras/ 'head' - when Moroccan

Arabic is written in Arabic script, this alternation will show up as

alternate spelling with either of two different letters either C@Zfor

/s/ or (y@ for /$/

Notice that in pronouncing a plain non-emphatic consonant the position

of the tip of the tongue is dental for, let us say, /t/ and the back of

the tongue is depressed, whereas in pronouncing its emphatic counterpart

/t/, the tip of the tongue is touching the alveolar ridge and the back

of the tongue is raised up toward the velum Also, note that in the

case of the pronunciation of an emphatic consonant, the lip muscles

are somewhat extended forward whereas they are relaxed when pronouncing

a plain consonant See Figures 3 and 4 for /t/ and /t/ and Figures 5

and 6 for /s/ and /s/

5.2 Pronunciation Drill 6 (Emphatic Consonants)

(In the environment of emphatic consonants, /a/ is pronounced as in English "father" and /i/ is pronounced as the vowel of English

"mate" without the glide.) rab [ reb]

rab [rab]

rakb raqb rbab cbati tab tab dar

he repented

it (m) is cooked

he did

house sword

summer not yet

he did not visit

nam

nad

banli banka fasi fadi kaysumu siny:a sir stb

gag

£rabiÏ zina

£u#r

kra

qia

darha darha kari qari

native of Fez unoccupied they fast

Labialization (as mentioned in 3.1 ¢) is a feature of / bm fk qx

Y h / and is manifested as simultaneous lip-rounding when producing any

Thus / is pronounced as b” or bw = and /Â/ 1s

pronounced k” or kw Notice that /?mT / can vary with bw , ow ,

or bu, mu, fu Notice the distinction in meaning for instance between labialized /X/ and its non-labialized counterpart /x/

in such words as /xra/ 'feces' and /Xra/ 'other (f)', /Ixca/ 'the feces!

and /I&Xra/ 'the other one (f)'

(Labialized Consonants)

In the environment of labialized consonants:

a ——+ [a] and is pronounced as in English "father"

i ——z [e] and as the vowel in English "made" without the glide

u-——~» [0] and ranges between the vowels of English "door" and "soul"

†:aman tm:a

timid tilmid

dar

d:at

lq:ar bra br:a

6 Moroccan Arabic Vowels

white (p)

to be accustomed internal body organs

big (p)

other (fs) chairs

crow strange corner corners

oil lamp oil lamps open!

solution

5.5 A tense (also fortis)consonant in general has twice the duration of

Also remember that the intensity and aspiration which are characteristic of the tense consonants give them a

syllabic quality (See 3.1 f£ above.)

5.6 Pronunciation Drill 8 (Tense Consonants)

he is crawling

he loves him the price there pupil the pupil house the house

to the house letter outside

To produce a vowel sound, the tongue is arched High, Mid or Low in

the mouth The arching of the tongue is either toward the FRONT of the

palate or the BACK Thus, we describe the vowels in terms of these

five parameters We now can say that /i/ is a high front vowel

The position of the lips, whether spread as in /i,a/ or rounded as in /u,o/, is important in describing vowel sounds

Vowels are all voiced; that is, vowels are produced with vibrations

of the vocal cords

u

Table 2 - Moroccan Arabic Vowels

6.1 Vowel Allophones (or positional vowel variants occurring in specific environments)

The following table shows the Moroccan Arabic vowel allophones

Notice the modification of the parameters High, Mid and Low Also note that Central or Centralized vowels are shorter in duration than

the front or back ones

Front Central Shorter Back

/a/ has the following allophones:

[z] as in English 'fat', occurs in the environment of non-emphatic consonants;

24 Phonology

a Little further back than the "a" of English 'father', occurs in

the environment of emphatic sonsonants;

] (centralized pronunciation of [#]) occurs word finally in the environment of non-emphatic consonants Notice [&] is shorter than [e];

] (centralized pronunciation of [a]) occurs word finally in the environment of emphatic consonants Notice [4] is shorter than [a]

6.5 Pronunciation Drill 9 : /a/

ø / a

gab [Sab ] he grew old brawat [brawat ] letters a] / a4

ŠSab:a [Sab: 2] youth (f) lal:a [Iøl:8&] madam, lady

?um:ha [ Pumm? hs] her mother d:aha [d:ah&] he took it (£) away haZ:a [hez:&] pilgrim (f)

@roccan Arabic 25 Phonology

„4 /1/

/i/ has the following allophones:

[i] as in English 'beat, occurs in the environment of non-emphatic

sYiE Is ver] small, little

[1 /

Sfti [š”ft1] you (s) saw

nbyt [n°byT] I want

fthu [fthu] = [#°tpty]

qbtu [qbtt] = [q°btu]

sdiu [s®adư] = [sÊddư]

bY gu [bYd#] = [bÊyq#]

to] between English 'door' and 'soul', occurs in the environment of

[v] as in English 'wool', occurs word finally in the environment

6.8 Phonetic Schwa or Short Vowel

In addition, Moroccan Arabic has a non~phonemic (with no semantic

significance) phonetic schwa or short vowel - V [7] This occurs

as a transition between consonants or consonant clusters It is voiced in the environment of voiced consonants and voiceless in the environment of voiceless consonants The vocalic transition has variants ranging from [°] or [7] to [*] or (71

(71, [7] occur in the environment of /e/ and /h/ ; [1, {Ÿ1 elsewhere Examples : endi [* nd11 I have

ktb [kt°b] he wrote kiim Lk? ?m] he spoke

xI:a [x? 118] he let, left

6.9 Pronunciation Drill 12 : Phonetic Schwa

a

Ld

®ndna [* ndnš] we have im: am [it mmam] public bath

Lmduli1:ah[®lmduliLIsh] praise be to God

7 Phonological Structure of Words in Moroccan Arabic

If a consonant is followed by another consonant, there is a predic~

table transition Transition between /C/ and /C/ is heard as vocalic and is represented here by a superscript schwa ¡1 to represent the short vowels f1, ¡'1, (7 and [74 discussed in 6 above Schwa occurs

as the first speech sound formation in English "about" or as the last

of Moroccan Arabic phonology, namely the pronunciation of consonant

clusters Drills 13 and 14 include the [] in the transcription

Notice that 17] is voiceless in the environment of voiceless consonants

and voiced in the environment of voiced consonants

Following are some helpful rules for the predictability of the short

1 &k: [šŸkk] to doubt, suspect

Compare x, {”šškk] doubt, suspicion

2 dira [°dd° rd] corn

3 Š:q: [°S$? qq] the crack dir:i [edd? rr] the boy

5 Bia {*bBal] my father

6 Šb:ik {šÊbb 1k] window screen kmia [kmmš] to make someone smoke

Ytia [y°tta] to cover cigarettes

7 1111 [Ê1111] the night

the second from the last (penultimate) This is predictable on the

basis of syllable structure Stress is terminal if the last syllable

of the word has the structure [CVC] or [c®ccl, e.g

he talked (with, to)

giri friend

Also notice stress shift with the suffixation of pronominal suffixes, e.g

klina [kl naj kiinah [klinah]

ki:m lfqïh [kPilŸm Pifaqih]

iwid Ikbir [ŸIwPld ŸIkbir]

aŠ xbar s:h:a ? [eš Pxbar *ss5?hha]

nhmdu |;ah [nPhPmdu {l|ah]

to teach

to understand

talk to the teacher!

the big boy how are you?

fine

30 Phonology Moroccan Arabic 31 ; Phonology

2ahin wa sahln [%ahiPn wœ seh In] Hello you

š: căn [®šš°rš®m] the window hd:ha [h®ddaPhẽ] her limit

tíg:! asidi ; mrhba bikum sndna come in, sir, welcome fatha [fathe] he passed her

ki:mthum — [kỸll®m†hum] I talked to them peru [becca] he made it (m) hot (for food)

mtkrfsin [m°tk?rtsin] messed up (mp) hp: cu thre cul he liberated it (m)

qd:m [q°dd°m] to present ditaha {d°l leh] he let it (£) down 2ad:b [ ?add°b] to educate, instruct di:lha [a° 11? ind] he put for auction bx:£ [p°xx?r] to steam, burn incense qạa [4 ssš] story

beicha [he ce® chal he liberated it (£) or her qs:sha [assshä] he cut it (f) (with scissors) - qtia Iq? red] he taught

qc:ru La? re ety he made him confess 8 Diphthongs hl:u Eh? t tary he opened it (m) Moroccan Arabic has the following diphthongs: aw , ay , iy , iw , uw hlstu [1l] he opened for him

hd:u [hd dư] his limit 8.1 Pronunciation Drill 15 (Diphthongs)

hd: du Pada? he ironed it (

Qm:mu [h 2mm? mul he gave him a bath “aun to help

mà : Zz ` bi: geandfether vn ves they take along

xmsa w*®Šrin twenty five

(here: u „ w ‘and')

10 Generali Pronunciation Drills

Following are four pronunciation drills Students are advised to

master these drills before beginning the units of this book

The following phonemes vary according to region for different speakers

of Moroccan Arabic: z~2Z,8-+45,4q-+95,4~g9g-~ 73 YO~IC,

wG ~ uC

9.1 Pronunciation Drill 16 (Interchange of Phonemes)

Ÿ „ z

mZwiZ ~ mZw:uZz married (m)

š s

šmŠ „ smŠ „ Sms ~ sms sun

Gx go

~ Gn ?

qul:ỉ ~ gul:ÏÌ ~ 2ul:i tell me!

yC ~ iC initially before C or CC or C:

(General)

fd:it kayd:iha Ixudra fawn:i lahha (lah:a - in rapid speech) Ihrira

†:f:ah tiata

†:aman tub tub

He threw it (f£)

Moroccan soup the tray Moroccans Moroccan (m)

he went Where are the girls?

Here are the girls

Repeat that thing

he passed apples three

the price

material lump (of sugar), adobe brick length

road the road

he did

the house watermelon

Moroccan Arabic 35 Phonology

*Xl:iti bxer

dđ:u

rah

wks bq:al w¥s I fh:am fhm fhm fh:mu +

†w®:r +

®:ah Malt Fad bar hak:a

he is doing

high

my paternal uncle expensive

to deepen coal merchant

10.3 Pronunciation Drill 19 (General)

hada caZl mzyan waS hada caŸl mzyan ?

hmd *ndu dar mzyana

waS had $:i dyalk ? Suftu lbarh maSuftus Ibarh sir xdm !

sir tqdi haZa riask !

fayn d:rari ? d:rari flmdrasa ‹ fayn Ibnt ?

ha hiya Ibnt

yal:ah nmSiw n&rbu $i kas datay Zmi®

la ; Šukn asidi matm$ig tn%s ! mam$a$ Iimdrasa lyum

» baraka |:ahu fik- No, thank you, sir

The boy is sick

a big girl

a nice lady The boy is happy

The red bag is empty

Anmed sat on the big chair

How much are the tomatoes?

This is a nice man

Is this a nice man?

Ahmed has a nice house

Is this thing here yours?

I saw him yesterday

I did not see him yesterday

Go and work!

Go do something for yourself!

Where are the kids?

The kids are at school

Where is the girl?

Here is the girl

Let us go and have tea together

?aŠ xbarkum asidi ?

labas lhmdu lil:ah

RRK

lại:a fatma aŠ xbark Ÿ?

labas asidi, {:ah

yz°l fik lbaraka

RRR

mslxir mslxit£

fayn maŠi ? maŠi ld:ar slimli la mwalin q:ar

bl:¥ |:ah slamk

*ử&

smhli asidi , waŠ kat®cf fayn lÝŠami*a ?

lŠami#a †m:a qud:amk

dik I®imara lkbira

KAR smhii asidi , wag katerf Si

kak smhti , kifaŠ ymknli nmŠi Imknas

There it is (the University)

It is that big building

Please, do you know of a

nearby drugstore?

No, there is not one here

You have to go to the city

How are you, Mr Ahmed? Yes, thanks

Please, how can I get to Meknes (from here)?

tle me had S:ari¢ ht:a twsi

I:iagar ; tm:a Šb:r ImaŠina «

k#&

®ahin wa sahin -

?ahln wa sahln asidi

RRK s:alamu Salikum «

Hello

Response to "Hello" (to a

man) Hello, Hi

Hi (Response) How are you?

Fine, thanks, sir

Would you like to go home

with me now?

Yes, I will go with you

All right, let us go and forget about this headache

PART TWO BASIC UNITS UNITS 1 - 10

kbir (m)

wid (m) {w°14]

1w1d [°1w°14 J

wid mrid Iwld mrid

mrid (m) bnt (f) [bent ]

4bnt bat kbira lbnt kbira

big

a boy the boy

@ sick boy

The boy is sick >

sick

a girl the girl

1 Nouns are either masculine (m) or feminine (f) in gender

2 The definite article in Moroccan Arabic ( M.A.) is /#1=/

prefixed to nouns and adjectives,

3 A modifier agrees with the noun it modifies in gender

The equational sentence here has the formula;

Noun (definite) + Adjective (indefinite)

lbit kbir

lont kbira Notice the agreement (m +m) or (f + f)

5 Noun (indefinite) +

bit kbir

bint kbira

‘The room is big.t (m+ m)

‘The girl is big.! (f + f)

Moroccan Arabic Moroccan Arabic 43 Unit 1

Form sentences using the following nouns and adjectives;

(1) Noun _(m) indefinite Noun (m) definite

magana = mayansa , bit - kbir , ma - syira , bab - mhlul ,

ktab 1ktab book kunaŠ = kbir

(2) Noun (f) indefinite Noun (f) definite

xxx sfli (m) {[s°fir] s:fli [ss®flt] basement (3) Modifier (mì Modifier (f£) razZ1 (m) r;aŠ1 man

bir kpire big šršm (m) [š®rš®m] š:yšm [®šš9yš®m] window

arby:a {f) [z°rb®yy ] zirby.al°22°rb$y8lrug

1.4 Grammatical Notes tswira (f) [t°swir®] tiswira |, gi han

1, Notice that the feminine nouns and modifiers listed above end ° * ' [tt pwirš

in /=a#/,

* & ©

If a noun begins with one of the following consonants, f/r ron

1 1 s s $ zg & & &@ ở /, then the definite article /1-/

*

assimilates to this consonant, i.e it becomes like it, e.g

sfli , 1-sfli —> s:fli [®ss°fi7]

, 1“Yašl —+ r›;aấ1 [®rra5S1 ]

'the basement!

ar:i, ledrsi ——> deri [®dd®rrt] tthe boyt

1,8 Vocabulary

Modifier (Adjective )(ms) Modifier (Adjective )(fs) frhan (£°rhen J frhana [f9rhzn#] happy

cy;an [e°vymn ] sy;ana [eÊyyanš] tired

fis 33 (ftw? sx ] flus; xa [ñu? ssx% ] dirty

kun:aš wid

hws 5 x2,

kbira msduda mzyana mrida nay:a

frhana

The

The

Ths The The

The The The

The

The

The

The The The

The The The The

window is closed

book is good

man is sick, kid is tired

hospital is clean boy is happy

b Form similar sentences 11.1 Review-Drili 1

lbab mhlul d:ar mhlula „ waŠ r;aố1 frhan 9 Is the man happy?

1kun;øŠ fiws:x 1xnŠa đằng; xe ° v

r:a%1 mrid t:swira mzyana., Notice /wa8/ is followed by a definite noun here,

° a , Fozm gimilaz guestions and anaswerse using the following, and translate

3 ma = mzyana, lị, bab = mylul

7 yaZl = mrid 8, kunza’ = kbir

9 grby:a = gylira 10, mdrasa - fiwg:xa

11 Šlya = ngy;a 12, bnt = mzyana

13 xnắa = kbira 1ù day - mylule

15, Slya = gyiya 16 tgwira = kbira

17 bit = syir 18 kun:a’ = fiwg:x

19 wid = kbir 20, ErZm - msdud

21, ktab = mayan 22 srby¡a = mzyana

23 xa ~ gyira 2h zit = naysa

25 tgwira - mzyana 26, wid - fran

27 mgyasa - msduda 28 Srém = myiu1

Moroccan Arabic 48 Unit 2

29 zit - fiws:xe 30 ktab = mayan

II.2 Word Study Lists

(1) Wouns

kun;a8 (m) Tnanš notebook

magans (f) maganat (f) watch

mwagn (m)

‘Erase,

lysli

xubzat nas (m)

and/or participles)

mp

mayanin mhlulin

msdudat

Kbarat

Ths: xat

gữayat ngy:at

hospital school chair

night

a loaf of bread

people morning evening

ta sement

oil

bread Rabat

good, nice open closed, locked

big dirty

little, small

clean

mid mride, mrad mradat sick, i111

ey:an ey;ana cy; anin sy; anat tired

frhen frhana frhan in frhan at happy

II.5 Grammatical Notes

3 Nouns are singular (s) or plural (p) in number Notice that plurals are not predictable in the case of nouns (see II ,2

| above Also see Plurals, Broken Plural and Sound Plurals

: in the "Glossary of Technical Terms"),

/ 2 The feminine singular of a modifier ends in /-a#/,

3 The masculine plural (mp) of a modifier is achieved by adding /ein#/ to its (ms) form, unless the (ms) has the form CCic,

in which case, the plural is CCac (C = Consonant), e.g

kbir kbar big

mi đ mrad i11

4, The (fp) of a modifier is achieved by adding /-t#/ to its

(fs) form except in the case ofadajectives of the CCiC type

which form their (fp) by adding /~at#/ to (mp), e.g

mzyan mzyana, mzyanin mzyanat good, nice

Note the change of final /-i#/ of (ms) modifier to /-y=/ and /-y:~/

in the following examples;

cali salya *ea1yin salyat ng1 ngy¿a nays in nqy:at

®#yasa = kbar

high

clear

52 Unit 2

lwid lkbir frhan (91w®°14 ®1kbir fSrnzn ] The big boy is happy

1bnt 1kbira frhana „ [®1b®°at ®1kbirz f®rhznà] ‘The big girl is happy

Iwlad lkbar frhanin , [1wied *1k°par f°rtenin ] The big boys are happy

1bnat 1fbarat frhanat „ {®1bnet ®1#®bamat f°ymet ] The big girls are happ

Trill 3

waS lwid lkbir frhan ? Ig the big boy happy?

y:ih , lwld ikbir fryan Yes, the big boy is happy

Form similar questions and answers using the following Translate

your sentences,

1 bnt ~ kbira «= frhana

2, Slya - syira - ngy:a@

3 gay = salya - msduda

4 tbali = bay = mzyanin

5 bit ~ nhìu) « fiwg.x

6 wled = es¥ar = sy;anin

7 gbitarat <- bay ~ ‘Tiwg;xin

8 drari - sfar - mrad

9 maganat = sfar = mzayanin

10, EnanB = bar = Íffwgsxin

11, tgawy - syar “ mayanin

(1) r;aŠ1 fd:ar [Êyyað1 f9®adđam ] The man is in the house,

đ:rz;i flmdrasa „ [4đ rrr f®1m°drasš ] The boy is at school

Đxn®§# f1bit]

1ktab e1 ÿ;bỊ2 [°1ktzb ©°19tt9b1š]

1xnša flbit The sack is in the room,

The book is on the table

f= ~ fi in (preposition) cle ~ ela on (preposition)

* * #

IIi.8 Text

ha r;al1 „ Here 1s the man,

ha iktub Here are the books

ha nta Here you (ms) are

ha nti Here you (fs) are

ha ntuma Here you (p) are

ha here is, here are (presentational

particle )

1ktab «1 t:b1a The book is on the table,

fayn 1w14 ? Where is bhe boy?

5, tgawr - mdrasa 25, tgawy = bit ha hiya lbnt , Here is the girl

8 Blya =ŸÖ bit 28 xubz = bit

9, grabi ~ gar 29 Yyazl = gbhitar

ha huma d;rari Here are the kids

10, cyalat = bit 30, bnt = bit

11, maSi - kursi 31 ktab = thịa huma they (m,f)

13 yall ~ fas 33 wid ~ fas fayn 1bnat ? Where are the girls?

lì bat - mdrasa 34 drari = mjpasa ha huma lbnat Here are the girls

18 eyalat ~ sfli 38 xubz - gar

yn hiya $:lya ? Where is the chair? 1, gyby:a > tht - tbịa Z:lya tht t:bla The chair is under the table 2 bnt~ f= gay

3 mra~ f ~ sbhitar

fayn t:bla ? Where is the table? 6 kursi = fur = tbla

t:bla hda lbab , The table is near the door 7 syby:a = hdae bab

x

m;aŠ1 fd:ar The man is in the house

I.12 Grammatical Note

Z:rby: flar t;b1a „ The carpet is behind the table, nti you (fs) numa they

1mŠa qud:am 1beb The sack is in front of the door

II.13 Drill 6

iwld lkbir flmdrasa The big boy is at school Form similar sentences using the following

1 bnt = syiga = f = gar

11,11 Drill 5 2, xnŠn = kbira = e1 = tbịa

wld - f =~ mgyasa 3 kursi - fiwg:x = qud:am = SrZm

lh gyby:a = mzyana - hda = bab

5 Š1ya = kbira - fur ~ bab

6 wid = mpiqd = f = gbitar

LÊ

fayn 1w1d ? ha huwa lwid iwid f Imdrasa

Form similar sentences (one question and two answers) using;

ocean Arabic 58 Unit 3 Moroccan Arabic 59 Unit 3

UNIT THREE III.1 Review ~ Drill 1

TII.2

}y:ðŠ1 fd:ar wdir¿{ f1mdyasa The man is in the house and

the boy is at school

we "U

and

Form similar sentences using;

.„ *yalat = f = bit = bnat - f = sfli

„ Wid - qud:am =~ gar = bnt = f ~ mgrasa

» mba = th ~ tb]a = magana = fuq =~ krusi

1

2

3

lị, kun;aŠ = e1 ~ Slya « ktab = tht = tbja

5 xnBa = hóa = bab = ýyby:a - hda = Šyăm

6 - PZal~ f = sfli = cyalat - f = bit

7 +tgwira ~ fuq = tbjla = ktab = tht > kurei

+ # +

Review = Drill 2

bit/buyut , mhlul/mhlulin

(a) bit mylul ~ (b) lbyut mhlulin

Give the plurals of the following words, then form sentences using

your plurals as in sentence (b) above Transiate,

1, bab = msdud 3 tbịa = kbira

2 kun;aŠ = flgsx ke wld - syir

bnt = myida

mya = mayana xa51 = ey:an magana ~ mzyana kursi « nai

xubza = kbira

1.3 Text

hada raz mzyan ,

hadi mra méyana

hadu rZal mayanin

hadu tyalat myanat

KEKE

hadak ra%l mayan

hadik mra mayana

haduk réal mayanin

haduk cyalat mayanat

v waš

v waš

waš

KEK

had v:akl mayan ?

had Imra mzyana ?

had r;%al mayanin ?

had leyalat mzyanat ?

3xx

Š dak r:a%l mzyan ?

8 dik lmra myena 7?

% duk r,%el mzyanin?

duk leyalat mayanat ?

SrZm - nai

ktab - kbir

is a nice This is a nice These are nice These are nice

That is a nice That is a nice Those are nice Those are nice

men

women

Is this man nice?

Is this woman nice?

Are these men nice?

Are these women nice?

Ts that man nice?

Is that woman nice?

Are those men nice

Are those women nice?

®

Moroccan Arabic

III.4 Grammatical Notes

1 The question introducer particle /waS/ forms a question of the

‘Dot, 'Does!, 'Did', tIst, 'Are', ‘Were' type

The demonstratives ‘this, this one, these, these ones!':

hada (ms) hadi (fs)

hadu (mp, fp)

must be followed by an indefinite noun

The demonstrative 'this, this one, these, these ones!:

had (invariable)

must be followed by a definite noun

The demonstratives ‘that, that one, those, those ones!':

hadak (ms) hadik (fs)

haduk (mp, fp)

must be followed by an indefinite noun

The demonstrative ‘that, that one, those, those ones!:

dak (ms)

dik (fs)

duk (mp, fp)

6, Compare the following two sets:

a) hada raZl mayan

and

b) had r:aZ1 mayan

c) hadak raZl mayan

y:ih

1a, mgŠi or ma,,„,šŠ

III.6 D#ill 3

wašŠ haa 1bit kbiy ?

ysih , had lbit kbir

This is a nice man

This man is nice,

That is a nice man,

That man is nice

Is this man nice?

Yes, he is a nice man

No, he is not nice

No, he is not nice, yes

no

negative morpheme

la , had lbit maSi kbir( * makbirŠ)

Form similar sentences (ene question and two answers) using the

fo Pad,