Alif Baa: Introduction to Arabic Letters and Sounds PDF

Al-Kitaab Arabic Language Program 163 19-'-n I L J_LA.00 Introduction to Arabic Letters and Sounds EATURES NEW OMPANION EBSITE / Li „, Lail% Baa Kristen Bru...

Al-Kitaab Arabic Language Program 163 19-'-n I L J_LA.00 Introduction to Arabic Letters and Sounds EATURES NEW OMPANION EBSITE / Li „, Lail% Baa Kristen Brustad Jr.i14.19).?Li).5 Mahmoud Al-Bataljk Abbas Al-Tonsi I Zuz+L.J1 Third Edition Contents Preface to the Student vii Teacher's Guide Acknowledgments xvi Unit One oADI s5a-m4.11 Letters and Sounds 2 The Arabic Alphabet 2 Special Characteristics of Arabic Script 3 Pronunciation of Arabic 7 Formal and Spoken Arabic 8 A Transliteration System 9 Vocabulary and Conversation: Greetings and Introductions 14 Egyptian and Levantine Colloquial 14 New Vocabulary 15 Video Dialogues 16 Culture: Saying Hello 17 Unit Two WI $5 4.11 Letters and Sounds 20 as (alif) 20 Li baa 23 C taa 26 thaa 27 3 uu 29 31 Short Vowels: 34 Vocabulary and Conversation: Meeting People 41 New Vocabulary 41 Culture: Shaking Hands 44 Unit Three etaJwi Letters and Sounds 46 jii m /gum 46 Haa 48 khaa 51 sukuun 54 3 waaw 55 yaa 57 iii  Contents Vocabulary and Conversation: Greeting People 60 Studying and Activating Vocabulary 60 New Vocabulary 61 Culture: Expressions SabaaH il-khayr! and al-Hamdu li-llaah1 64 Unit Four eise411.11$5_9J1 Letters and Sounds: Part One 66 hamza 66 Arabic Numerals and Numbers 71 Numbers 0-10 71 Writing Numbers Greater than 9 72 Vocabulary and Conversation: Introductions 74 New Vocabulary 1 74 Culture: Introducing Someone 76 Letters and Sounds: Part Two 77 daal 77 dhaal 78 J raa 81 3 zaay 82 Vocabulary and Conversation: More Introductions 86 New Vocabulary 2 86 Culture: Forms of Address 89 Unit Five Letters and Sounds: Part One 92 shadda 92 siin 95 shiin 98 Vocabulary and Conversation: Taking Leave 100 New Vocabulary 1 100 Culture: Good-bye , 101 Letters and Sounds: Part Two 102 Saad 102 u:o Daad 106 Vocabulary and Conversation: Being Polite 112 New Vocabulary 2 112 Saying "I want" in Arabic 113 Roots 115 iv Contents Unit Six sti..wAuLll oang_11 Letters and Sounds: Part One 118 Gender in Arabic 118 taa marbuuTa 118 ,b Taa 120 DHaa 125 Vocabulary and Conversation: Coffee Time 130 New Vocabulary 1 130 Culture: tishrab ahwa? 132 Culture: At the Coffeehouse 132 Letters and Sounds: Part Two 133 cayn 133 ghayn 137 Vocabulary and Conversation: Describing with Adjectives 143 New Vocabulary 2 143 Unit Seven eise.J1.211J1 Letters and Sounds 146 L.:9 faa 146 qaaf 148 kaaf 151 laam 156 laam alif 159 Vocabulary and Conversation: Everyday Vocabulary 163 New Vocabulary 163 Expressions with Allah 4.111 166 Culture: Guests' and Hosts' Roles 167 Unit Eight eiLDLIJI sii.a_=c)J1 Letters and Sounds: Part One 170 miim 170 nuun 173 _tb has..175 Reading Strategies 181 Letters and Sounds: Part Two 183 More about hamza (6;0.4) 183 and is 183 185  Contents Vocabulary and Conversation: How Are You? States and Feelings New Vocabulary 189 Unit Nine eisuDanoz_n g.11 Letters and Sounds 194 The Definite Article JI 194 jmo:911 63.4.a) (1) 200 Vocabulary and Conversation: Describing People 204 New Vocabulary 204 Culture. ut7.1.4 206 Roots and Patterns 207 Recognizing Patterns 207 Roots and the Arabic Dictionary 208 Unit Ten 601.23 ti _nc1.11 Letters and Sounds 212 alif maqSuura 212 alif qaSiira or dagger alif 213 Formal Arabic 215 Grammatical Endings 215 Tanwiin 215 9 Definite Endings 221 Writing Styles 223 Handwriting 223 Culture: The Development of the Arabic Writing System 225 Calligraphy 225 English—Arabic Glossary 227 Arabic—English Glossary 239 Credits 250 vi Preface to the Student Preface to the Student mumummaig. Jim hlan wa S ahlan! Welcome to Arabic! This textbook, Alf Baa, represents the first in a series of textbooks aimed at teaching Arabic to English-speaking students, followed by Al-Kitaab fii Ta callum al-cArabiyya I, II, and III. The present book aims to help you learn to pronounce the sounds of Arabic and write its letters, and to begin speaking Arabic. Unit 1 will give you an overview of Arabic, and units 2 through 10 will introduce you to the letters, sounds, and symbols that make up the Arabic writing system. In addition to the sounds and letters of Arabic, Alit Baa will introduce and help you master over two hundred words of basic vocabulary, including important expressions for polite interaction with speakers of Arabic. The materials are designed for you to prepare at home and come to class ready to speak, read, and write using what you have studied outside class. Everyone learns at his or her own pace, and class time is limited, so it will be much more efficient for you to prepare the material, listen, and practice at your own speed. The textbook and accompanying media are designed to give you everything you need to study and learn the sounds, letters, and vocabulary. Alif Baa is accompanied by audio, video, and interactive exercises available on a companion website, wwwalkitaabtextbook.com, to be used outside of class. We have designed the book to work best with the companion website, and we encourage you and your teachers to use it. Each book also includes a DVD with the same audio and video that is on the website and everything that is needed to complete all of the exercises, in case you do not have reliable internet access. You know to turn to the DVD or website when you see the 0. The website can be used by independent learners or by a class, as most of the exercises are instantly graded for immediate feedback. In addition to audio and video exercises and activities, you will watch a calligrapher write the letters so that you have a model to follow as you work through them. The materials also contain some print examples of authentic or "real-life" Arabic from various sources, and we have included short cultural notes that explain some aspects of the situations that you will see in the scenes. You will find English—Arabic and Arabic—English glossaries at the end of the book that include all the words and expressions introduced in the book as active vocabulary. Please read the introductions to the glossaries before using them because each glossary is designed for specific purposes. All of the listening and writing exercises in Alif Baa are designed as homework for you to do in preparation for class. This approach allows you to study and learn at your own pace and saves class time for interactive activities. A feature that is new in this third edition of the program are a number of interactive, autocorrecting exercises on the interactive media that give you immediate feedback. It is very important that you work through all of these exercises as thoroughly as you can, and that you tell your instructor if you are having trouble with them in the form of many missed answers, or if you feel that you are just guessing and not answering. Your instructor should collect from you and check the dictation and letter-  Preface to the Student connection exercises to check on your progress. In this edition the dictation exercises are recorded in video rather than audio so that you can take advantage of the visual clues to help you hear and write the words correctly. We believe that it is crucial for you to learn to recognize and produce Arabic sounds accurately from the outset for several reasons. First, you must learn to pronounce Arabic correctly in order to communicate effectively with Arabic speakers. Second, Arabic sounds are not very difficult. Many nonnative speakers have learned to pronounce Arabic sounds accurately as adults, and you should expect to do so as well. Third, it is important to learn the sounds correctly now when you have the time to concentrate on them; later you will be concentrating on other aspects of the language, such as vocabulary and grammar. Fourth, the Arabic language is structured around groups of consonant sounds that carry meaning, so the ability to recognize sounds accurately when you hear them will greatly enhance your ability to understand, learn, and remember vocabulary. Fifth, Arabic is largely phonetic, which means that if you learn the sounds correctly now, you will not suffer from spelling headaches later. These materials include three different varieties of Arabic: The spoken Arabic of Cairo, the spoken Arabic of Damascus, and formal Arabic. Your instructor will decide which form or forms he or she wants you to activate, or learn to produce. You may want to listen to other varieties for exposure. You will notice that much of the vocabulary is shared but that some words differ from one variety or another. The key to dealing with the richness of variation in Arabic is to differentiate between what you recognize and what you use actively. Choose one form to use actively and leave the others for recognition. This is what native speakers do when they interact with people from other countries, and it is an important skill to develop. We hope that the following principles will help you use these materials as they were designed to be used: (1) Study actively and interactively. Studying actively means that you are producing something, whether you are repeating sounds and words out loud, writing words, or creating sentences. Practice speaking every chance you get, with classmates, the dog, or to yourself. Most successful language learners talk out loud to themselves regularly. Study with a classmate because you are much more likely to study actively when you study with a partner. Every lesson in this book contains activities that are best done in pairs. The book and materials give you several open-ended exercises that you can do more than once, each time differently. Prepare for active participation in class too: Anticipate what you will be doing and be ready by planning and rehearsing the things you can say and do beforehand. (2) Be an audiovisual learner. Although most of your studies now are visually oriented, you learned your native language mainly through hearing and listening rather than through reading and writing. As children, most of us watched films and television programs and had the same stories read to us over and over, and this repetition helped us to learn our native language. Each time you watch and listen you can learn something new, whether it is the way a vowel sounds with this new consonant or the way words are put together in a new sentence. As adult learners we can speed up this process with visual material as well, but the more you can integrate sound and shape and associate the two together, the faster your progress to fluency in Arabic will proceed. Engage more than one faculty at the same time: Repeat aloud while you are listening, and rather than write silently, say and repeat whatever you are writing out loud. VI I I Preface to the Student (3) Once is not enough. Listen to the audio and video material and practice writing the letters many times. Whether you are pronouncing new sounds, writing new letters, or studying vocabulary, you should repeat the activity until you can produce the sound or word comfortably and be able to "hear" it in your mind or write it in a shape that you are pleased with. Remember that you are training your brain and your muscles to do new things, and this takes practice. (4) Own it. Make the words you are learning relevant to your life by using them to talk about your world. Personalizing vocabulary is the fastest way to memorize it. Own the sounds too: Once you learn them, they are not foreign sounds, they belong to you. (5) Make the review and study of vocabulary part of your day. Language is cumulative, and while you are learning new words and expressions, it is important to integrate them with previously learned material. Pair up each new word with an old one. Using the new to review the old will take some organization, but it will pay off in greater fluency and accuracy. When you learn new words, take the opportunity to work on previously learned sounds. When you learn new letters, go back to old vocabulary to see if you can write any of them in Arabic script. (6) Learning a language is a lot like learning to play a sport. The idea is to have fun while building skills. Both entail lots of repetition and exercises that build mental and physical strength. Expect to feel tired occasionally. Being tired is a good sign—it means that you are concentrating and learning actively. Learning language requires exposure, time, and effort. The single most important factor in your success is your belief in your ability to learn Arabic. We wish you a successful and enjoyable learning experience! iiNri ix Teacher's Guide Ammismit his textbook, and the continuing books in the Al-Kitaab program, are constructed around a philosophy of teaching and learning Arabic that continues to evolve. We ask that you, the instructor, read the Preface to the Student before reading this guide, that you have your students read it at home, and then discuss it with them in class so everyone understands the approach underlying the structure and contents of these materials. It is crucial that you read through this entire book before teaching it so you can formulate your own vision of what the students can learn by the time they finish: What they will be able to read, write, and most importantly, say. This vision will affect the way you teach these materials. You also need to be well acquainted with the interactive materials that accompany this textbook, precisely because the students will be using them outside of class more than in class. Students will take their cue from you, the instructor, in the importance they attach to working with these materials and the way they approach them. The book is designed to work best with the companion website, www.alkitaabtextbook.com , which provides instant feedback to the at-home exercises that the students will complete. If either you or your students do not have reliable internet access, a DVD is included that contains all of the same audio and video material that is included on the website. We encourage you to become familiar with all of the features of the website before you begin to teach. Alf Baa consists of ten units and English—Arabic and Arabic—English glossaries. Unit 1 provides an overview of Arabic, including the transliteration system that is used to introduce vocabulary that cannot yet be written in Arabic. In this third edition of Alf Baa, the transliteration system has increased importance because of our decision to introduce vocabulary according to its functionality, not spelling; that is, many words are introduced to the students to be actively learned before they can write them in Arabic. Units 2 through 8 present the alphabet in groups that follow the modern Arabic order, with the exception that 3 and Ls are presented in unit 2. Each unit contains a number of recorded listening exercises and drills on the alphabet and sound system, including reading, writing, connecting letters, and dictation. Students should complete all of the listening exercises and writing practice exercises at home. In this edition many of the listening drills have been transformed into interactive, autocorrecting exercises that the students will also do at home. This will result in less correcting for the instructor but will increase the importance of the correcting you will do to make sure satisfactory progress is being made. In describing the sounds, we have avoided technical descriptions, opting instead for a more practical approach that uses tips and exercises that focus on the points of articulation of the sounds. Following the description of each sound, we have provided a brief explanation about the writing of the corresponding letter that is meant to accompany the video showing calligrapher Sayyid El-Shinnawi drawing each of the letters. Please encourage students to watch these video portions as they work through the book. The materials are designed so that you do not have to waste time explaining the sounds and letters in class. Students should prepare at home and be ready to read and write in class. Teacher's Guide Materials in Alf Baa integrate formal and spoken registers of Arabic and lay the foundation for the approach that is used throughout the AI-Kitaab series. This third edition of Alf Baa differs from the second edition in several important ways. You will notice the addition of Levantine Arabic scenes, filmed in Damascus, that run parallel to the Egyptian scenes. A more important change, however, is the way in which the colloquial materials have been incorporated into the pedagogy. In this edition spoken forms of vocabulary are presented alongside formal Arabic forms in writing, and vocabulary lists give students the option of learning a set of words in formal Arabic, Egyptian, or Levantine. In addition, many of the vocabulary exercises and activities include colloquial words and expressions, and students are given opportunities to practice and activate these forms. We believe that you will be pleased with what your students can do with Arabic by using just a few colloquial expressions and having the freedom to create with the language. Alf Baa, third edition, gives you, the instructor, more choices. In addition to the letters and sounds, each unit contains vocabulary and dialogues designed to be prepared at home and activated in class. The vocabulary is introduced in formal Arabic as well as in two dialects, and you must choose which of these varieties you will ask students to activate. Our experience working with multiple varieties in class has demonstrated to us that students have no trouble being exposed to more than one variety of Arabic, as long as they are not held responsible for "purity"—that is, as long as you allow them flexibility to decide which form they want to use. The main philosophical principles that underlie the design of these materials can be summarized as follows: (1) Arabic is one language, rich in registers and varieties. Each register of Arabic reflects vital parts of Arab culture, so students need to learn formal and informal varieties to understand the language and the culture. Our decision to include an introduction to colloquial Arabic is also a natural consequence of our desire to use language forms that are appropriate to context. A basic colloquial vocabulary of approximately twenty- five words out of approximately two hundred presented in this book gives learners the tools they need to begin to express and communicate with native speakers in their immediate environment who will not speak to them in formal Arabic. In this third edition you and your students have new Syrian versions of the colloquial dialogues so you can have a choice of which dialect to teach. We have included formal Arabic vocabulary for those who prefer to work in this register, but we have not recorded dialogues in formal Arabic because of its artificiality in such contexts. This is not the time to worry about the mixing of registers in speech or in writing. Students' ability to choose appropriate vocabulary for the situation or context will evolve over time. The three crucial speaking skills to develop at this stage are pronunciation of sounds, gender agreement, and correct use (conjugation in context) of the forms of the verb we have included here. (2) Everyone can produce Arabic sounds accurately, and it is necessary to encourage and to expect accuracy from the outset. Not only is this an excellent opportunity for you and your students to focus all of your attention on the phonetic aspects of Arabic, it is also better to form good habits from the start. We believe that all language skills are important and that they reinforce each other. The  Teacher's Guide ability to hear the difference between, for example, e and 3 is a necessary prelude to being able to produce them, and the ability to do both will aid in mastering Arabic morphology, the root and pattern system, spelling, and retaining vocabulary. Your attitude as a teacher of Arabic should be that everyone can learn to produce these sounds. (3) It is crucial to set high expectations while maintaining an encouraging and cooperative atmosphere in class by rewarding success verbally and often. It is our job to expect a high degree of effort from students in preparing for class, and to reward this effort by spending class time doing interactive and small-group activities that permit maximum participation from all students. The book is designed so that the students can do much of their learning outside of class, each person working at his or her own pace so differences in learning speed will not affect the class as a whole. It is also important that students realize right away that the burden of learning is on them, because this helps them to become active learners. Finally, it is essential to follow through on the expectations you set. By "teaching" them what they should have done outside of class, you might inadvertently reward students who have not prepared and punish those who have. (4) Vocabulary is the foundation of Arabic skills. Grammar is necessary but not difficult; more important, the grammar that a student needs at the Novice level is simple and can be activated along with vocabulary. A major shift in this edition with regard to the treatment of vocabulary is our decision to introduce words and expressions in functional rather than alphabetical order; that is, words are introduced when they can be productively used, not when they can be written in Arabic script. Please note that the vocabulary used in listening and handwriting exercises is not active vocabulary. The meanings of some of these words are given merely as entertainment, so the learner knows that he or she is writing meaningful words. We have used only meaningful words throughout these materials because word structure in Arabic is based on consonant—vowel patterns, and we believe that listening to a large number of words, even if one does not know their meaning, will help learners begin to internalize these patterns and facilitate learning vocabulary. Active vocabulary is introduced in the vocabulary charts and recorded for students to listen to and learn at home. (5) The multiple varieties and registers of Arabic constitute a richness to be embraced, not feared. Our decision to introduce vocabulary in spoken and formal Arabic may blur the boundaries between these two registers; however, the reality of Arabic today is that these boundaries are quite porous. Even in the most formal of contexts, spoken forms of Arabic are often heard mixed in with formal Arabic. Moreover, most Arabic-speaking populations living in communities outside the Arab world, or in the Gulf, are exposed to and interact with dialects different from their own on a regular basis, and in such multidialect situations, few speakers maintain "pure" dialect. We do not need to expect a level of "purity" from our students that does not exist in the community or in the world around them. If your students will interact with Palestinians, Lebanese, Egyptians, or Moroccans outside of class, they will be exposed to different words. We can embrace this variety and richness of Arabic. Students' attitudes toward Arabic may reflect your own, so think carefully about what you project to them. xii Teacher's Guide Designing your syllabus We believe that this material can be actively learned in approximately twenty-two class hours plus forty-four to fifty homework hours, including quizzes and a skit presentation. Students should be told from the outset to expect two hours of homework for every hour in class. We suggest the following schedule as a rule of thumb in planning your syllabus. Class Homework Notice that units 4, 5, and 6 are longer than other Unit units, in part because of the extra work needed Hours Hours on emphatic letters and sounds. Because of their 1 1 2 length, these lessons have been constructed with 2 2 4 two different sets of vocabulary and speaking work 3 2 4-5 so that a balance of alphabet and speaking work can be maintained day-to-day. An extra class hour 4 3 6-7 is built into unit 7 because of the large number of 5 3 6 -7 activities in it. This time projection rests on several 6 3 6-7 key assumptions: (1) The purpose of a textbook is to present 7 3 6 7 - information to the learner for acquisition outside 8 2 4 5 - of class, and the purpose of class time is to activate (not present or explain) the material that 9 2 4 students have prepared at home. These materials 10 1 2 have been designed so that students can do most Total 22 44 50 - of the preparation and studying of new material outside of class in order for class time to be spent doing interactive activities, practicing writing in the form of in-class dictation exercises, and practicing conversations. Assign all of the listening and writing exercises as homework so that students learn the sounds and letters at their own pace at home. In class, have them activate what they have studied through dictation practice of your own design and in-class exercises. As a new feature in this edition, the vocabulary lists include all of the expressions in the colloquial dialogues and allow students to prepare everything, even the dialogues, at home before coming to class. This approach has several important pedagogical benefits. First, it allows students to work at their own pace and avoids the frustration that can be experienced by students of different backgrounds and abilities. Second, the steps that we have provided in these exercises will help students develop listening strategies and encourage them to think not just about what they are listening to but how they are listening. These are strategies that you can encourage and build upon in class as well. Third, it allows more class time for activation: Rather than spending half an hour listening (passively) to the dialogue, students can come to class prepared to discuss what they saw and heard with a partner, listen one more time in preparation for activation, and spend at least twenty minutes in conversation with their classmates, moving from one partner to another for variety. (2) Class time should be distributed between two types of activities: sound and letter work in the form of dictation and paired reading exercises, and conversation and vocabulary practice in pairs and small groups. The distribution formula will depend on your goals and mmimmilo xiii r  Teacher's Guide priorities. If you believe speaking skills are important, we suggest that you aim to have at least some interactive work during every class period, and that the time set aside for this activity increase as students learn more vocabulary so that by the time you reach the end of the book, you are spending 65% to 75% of class time with students working together speaking directly with each other. Working in pairs and small groups is essential for students to build language skills and confidence. While it is true that the instructor may sacrifice a degree of control in this kind of classroom, the success of this approach in building speaking skills is clear. You will not be able to correct every utterance, but accuracy will improve if students see it rewarded. In the end, it is self-correction, not teacher correction, that underlies accurate speaking. Our goal is to train students to correct themselves and help each other, and our challenge is to create an atmosphere that demands accuracy in pronunciation with encouragement to create freely. We believe that it is good policy to reassure students that they will never be penalized for trying to say something new using the words they are learning. (3) Homework should be corrected as it is prepared, that is, outside of class. Many of the exercises autocorrect on the interactive media, which has the advantage of giving students immediate feedback. However, the fact that you will not see this work makes it all the more important that you collect and go over the dictation and letter-connection drills to make sure that the students are making good progress. Students should devote around two hours a night to homework and class preparation. All of the listening exercises in the textbook are meant to be done at home, and the drills are all labeled At home, In class, or both. (4) Our approach stresses dictation because we believe that the mastery of sounds and the ability to relate sounds and writing must be developed early. For in-class dictation, use your own words rather than those in the book or on the homework. In the beginning you will want to repeat words many times and have students repeat as a group to take the pressure off individual performance. It takes several repetitions of a new or unfamiliar sound in order to identify it, and several more to be able to produce it. Later, as students' skills develop, you may want to limit your repetitions to three to five times to help students develop their "active memory" listening skills It is very important to give students feedback on their dictation skills during the activity. If you can have some or all the students write on the board, you can check their progress most easily. It is also beneficial, if possible, to have an assistant in class who can go around the room and help students individually during dictation time. An advanced nonnative student can fill this role if your program allows it, and it is encouraging for beginning students to see nonnative peers who are successful learners of Arabic. (5) Active learning of vocabulary is the single biggest challenge that faces the learner of Arabic. Native speakers of Arabic start their study of Arabic in school already knowing six years' worth of vocabulary; the foreign learner has none and needs to catch up before mastering the intricacies of formal Arabic syntax. In the forthcoming third editions of the other books in the Al-Kitaab textbook program, there will be increases in the amount of vocabulary and exercises, and this new edition of Alf Baa is no exception. Each unit includes at least one vocabulary section and several exercises and activities for activation, most of which are designed to be prepared at home and activated in class. You will also find interactive vocabulary activities with phrases and sentences. By unit 6 you can push the students to x iv lammim Teacher's Guide produce sentences (not just words), and we expect the students to have reached between Novice Mid and Novice High proficiency by the time they finish these materials. The key to this achievement is time spent activating vocabulary in context. Of course, no textbook can take the place of a good teacher. It is our hope that these materials will help you to enrich your classroom and make learning Arabic an enjoyable and productive experience for your students. mmomm i XV  >JciiJI ii_zqJI Unit One In this unit: The Arabic Alphabet Special Characteristics of Arabic Script Pronunciation of Arabic Formal and Spoken Arabic A Transliteration System Vocabulary and Conversation: Greetings and Introductions New Vocabulary Egyptian and Levantine Colloquial Video Dialogues Culture: Saying Hello  Unit 1 Letters and Sounds The Arabic Alphabet The Arabic alphabet contains twenty-eight letters, including consonants and long vowels, and fourteen symbols that function as short vowels and pronunciation mark- ers, or as markers of certain grammatical functions. Units 2 through 10 introduce these letters and symbols individually. You will work with the workbook and the interactive media in tandem, and in the text you will see this media symbol , which indicates that you should listen to or watch the interactive media. The chart below shows the twenty-eight letters. Starting in the upper right-hand corner, the chart reads across from right to left, which is the direction Arabic is written and read. Listening Exercise 1. Arabic letters and sounds (At home) Watch the videos to see and hear the pronunciation of these letters. Z 3 L L L9 6 The next chart shows the fourteen extra-alphabetical symbols and their names. They include short vowels, pronunciation symbols, grammatical endings, spelling variants, and a consonant that, for historical reasons, is not represented in the alphabet chart. These symbols will be introduced in units 2 through 10 along with the alphabet.  5 kasra Damma fatHa MINIM Oss.' IM= tanwiin al-kasr tanwiin aD-Damm tanwiin al-fatH 0 waSla shadda Sukuun dagger alit alif madda alif nnaqSuura 0 hamza taa marbuuTa Special Characteristics of Arabic Script The Arabic alphabet and writing system has four major characteristics that distinguish it from its European counterparts. (1) Arabic is written from right to left. One consequence of this directionality is that Arabic books, newspapers, and magazines are opened and read in the opposite direction from European and American printed materials. (2) Letters are connected in both print and script, unlike those of the Latin alphabet, which are connected only in script. The following individual letters are written one after the other. However, even though these letters occur in the correct combination and order, they do not form a word when they are written this way: u I y 611 When they are connected, however, they do spell a word: y L11 (al-baab the door). Notice that not all the letters in yI.JI connect to the following letter. This is a characteristic of certain letters that you will master as you learn to write. See if you can identify the nonconnecting letters in the following words: 4) 1.4.0 c).?. ) 64011 :.y.3.1 As you learn the alphabet, note which letters connect and which do not. When you write words, it is important not to lift the pen or pencil from the page until you get to a natural break at a nonconnecting letter. (3)Letters have slightly different shapes depending on where they occur in a word. The alphabet chart at the beginning of this unit gives the forms of the letters when they are written independently; however, these forms vary when the letters are written in initial, medial, or final position. "Initial position" means that the letter is not connected to a previous letter. "Medial position" indicates that the letter is between two other letters.  Unit 1 "Final position" means that the letter is connected to the preceding letter. Most letters have a particularly distinct shape when they occur in the final position, similar to the way English uses initial uppercase letters for words that begin sentences. The chart below gives you an idea of the extent of this variation. You will see that each letter retains a basic shape throughout, which is the core of the letter. If the letter has a dot, the number and position also remain the same Note that the last three letters, which all connect, appear to have a "tail" in their independent and final forms that drops off when they are connected and is replaced by a connecting segment that rests on the line. Look for the core shape of each letter; its dots, if any; the connecting segments; and the final tail in the following chart. Final Medial Initial Independent position position position shape L L As you learn each letter of the alphabet you will learn to read and write all of its various shapes. You will be surprised how quickly you master them with a little practice! (4) Arabic script consists of two separate "layers" of writing. The basic skeleton of a word is made up of the consonants and long vowels. Short vowels and other pronunciation and grammatical markers are separated from the consonant skeleton of the word. This second layer, called vocalization or vowelling, is normally omitted in writing, and the reader recognizes words without it. Compare the following two versions of the same text, a line of poetry, the first of which represents the normal way of writing without vocalization, and the second of which has all the pronunciation markers added: Lsis s &AI.5, '41 „ ).5. 0 0.. 1.03 -).-1 I LS (The Great Qays) Unit 1 Texts that are normally vocalized include elementary school textbooks, some editions of classical literary texts, and religious texts such as the Qur'an and the Bible. In scripture this precision has religious significance: The extra markings on the text leave no doubt as to the exact reading intended. Thus the texts of the Qur'an and Bible show full vocalization, as you can see in the following excerpts. 5, 4P ta+.1. 1 41 4;.0 Practice writing and reading 3 by copying and sounding out these words: 0 Lan:.3 t(lj 9 J 9 9 / 184 Unit 8 In other cases, that is, when medial.6j—o—gb is surrounded by fatHa or alif, it is written on alif, as you learned earlier, except when it follows alif, in which case it rests on the line and takes no's. You can remember this by noting that Arabic does not allow two alifs to be *Written together. You do not need to memorize all the rules for writing hamza right away; for now you are expected to recognize the seats of hamza when you see them and learn to pronounce and write correctly words containing hamza one by one. The most important thing to remember is that the 3 and $ with hamza, like the alif in alif hamza, are not vowels and have no sound of their own. The only sound is that of the hamza itself.. 4 wt..0 L.J.2.1 I What happens when iij—o—A) is followed by the long vowel alif? The Arabic word al-Qur'aan is one word that contains this combination. In this word, the consonant 6.3-44.0) is part of the root, and it is followed by an alif. This combination can occur 4 at the beginning or in the middle of a word, and in each case it is spelled in the same way, with the symbol I , which represents I + s (hamza + alif). This symbol is called madda, which means lengthening, and it can only occur on alif. The alif madda is pronounced as hamza followed by long vowel alif. It is important to pronounce both the hamza and the alif when reading alif madda. Practice this in Listening Exercise 7. Listening Exercise 7. Hearing and reading 1 (At home) Listen to words containing T and repeat:.r 61 )7:0.1 1 85  Unit 8 Writing *.'43 is written on top of the k.../L.ti as a slightly wavy line just above The 0" il sign it. Watch Ustaaz El-Shinnawi and copy the example and the word sj.)_b_i. Practice writing the sentence 4il./.4 I /L.a.44T Ul (choose your gender): 44L71 /4:0-E LI 186  Drill 8. Word recognition Listen to the audio to hear twelve words. Circle the word you hear in each row. Drill 9. Letter connection (At home) Connect the letters to form words, then listen and write the vowels you hear: = L J + + I + 0.0 + *.\ C..J = 5+Lii+3+j+,6 = + + + +9.r = C.:)+I+ LJ+J+1.€ = = J+Li+1+t+ z = + cL5 + I + 3 +.v = I + 4+,,i+4 4 + j +Li+i. A 187  Unit 8 = 8+ j+ Ls+ J + C.) +I+ j+3+ j+ jO. L s+ j+j+1+,16+1 = j+1+-A+3+1 = e+ + + = y+—z+I+.S+e =.0 C.)+I+ Ls+I+...tb+3 = —Cb -F-FI-FJ-F.w = + +J-Fd+1+i.\A = +l+y+ j+-05+d). c = e+ s +. r- = ‘4 ) + 1+,1-J-FE = 8-FJ+:as+ 0.4+i.rr 4941to-4,4 Unit 8 MED Vocabulary and Conversation: How Are You? States and Feelings c) New Vocabulary Listen to and learn these words. Remember that masculine and feminine words are sometimes given in the same place: Meaning maSri shaami Format /written (that) means, kijzti J74 Y**. that is building oj Los 410-9 ,111., office, desk.° S` ° L., -,*..C.O library; 4s.. 1°.4-4i'(° "14:`-C; bookstore word 3.415 4.15 4o..15 sentence 4L4 aic...?- 414 test, C.).0I k) LOCA.I. I ‘..) 1.0s:4.0 examination pen or pencil 0 0 ii. drill, J-.). exercise bathroom, **.t.i 1.9:411 tel.41,...;411 C.,.41.9:111 :el.O..;JI eli,-;11 toilet close to, near JA &.! 6/L-j 8/Leti9 Ce 8 /Y-4 (masc./fem.) far from - - C).C, 6/,.itst; eiik.I.:-sz-? C)i 6/,i (masc./fem.) tired 6/ ‘)LsZi. 6. /1.4-azi.6/1.;-v.:i cold 6/C)1. 8/61.)j.i 6/,)1.).-i hot 6/Y.;:.;-. 6 us.....4 ii/ k*j1;.;  Unit 8 Meaning maSri shaami Formal /written thirsty 6/ 6 1.4.1t.C. 6/ 6 LII:a.i. 6/ c) Lja.C. hungry 6/ kjl-v-i-..6 / 132 -‘? 6/1.4.?-. upset (angry iii ‘jts-.3 6/C,Alc,) 6/C.Als.3. or sad) exhausted 6/Cjigal-.4- - happy 6/,103. ,.o.6/,65,0to 6/.1.!-17..:0. sick 6/ C.) c,.. 6/A)0 ii/ kjab-0.........0 , a Little ic".9-Z:' 4? 9`.4 '‘.5-,hi qalii Lan What's wrong 1‘!.U1.4/kIlj1.0 ‘‘..1.)3:4/ dijg,t, k.:.1.) LO / aJ LO (with you)? Feel better! ! eli..01,."0 tello. 1..;;,' _ Get well soon! (response to) L17,;I:,„ 4th k ‘11.:41,",...) alI - : %th'..43V-0) () Drill 10. Vocabulary matching (At home) This exercise is on the companion website only. Match the phrases with the pictures you see on your screen. Drill 11. Vocabulary practice (At-home preparation; in-class activation) Print out or draw a map of your campus and label it in Arabic as much as you can to help any Arabic-speaking people who might visit your school. In class, with a part- ner, prepare a brief presentation on the places you identified, and say as much as you can about them in Arabic. 190  Drill 12. Vocabulary practice (In class) With a partner, describe the scene shown above in as much detail and with as much imagination as you can. O Drill 13. "izzayyak?" (At home) Watch the cartoon " lk,f„C;31 " What new words and expressions do you hear? What is the Egyptian word that means "very"? Q Drill 14. Vocabulary matching (At home) This exercise is on the companion website only. You will see pictures showing Layla in her many moods and emotional states, and you will hear words that describe them. Match each word you hear to the picture that represents it. c) Drill 15. Scene 8: ! el...0%4 (At-home preparation; in-class activation) Watch scene 8 using the listening steps and strategies you have learned. What expression and response do you hear in this kind of situation? In class, act out situations with your classmates in which you might use this expression.......mi 191 ei.suuLiJI o_nc1.11 Unit Nine In this unit: The Definite Article JI Names of Arab Countries Vocabulary and Conversation: Describing People Culture: 41:_sz:o Roots and Patterns 1 7151.1 AL-QUDS AL-ARABI  Unit 9 Letters and Sounds Called (IN ki-.1". " in Arabic after the names of the letters, the segment) represents the definite article in Arabic, similar to the in English. Compare these two pairs of nouns: L.L.CJI (the book) L.5 (a book) Si...X..0Ati (the teacher) J...4.:1 (a teacher) These examples show that makes an indefinite noun definite. Of course, the usage of Arabic Ji is not exactly equivalent to that of English the. For example, you have already learned how to say oi_ tb *UM L' (The University of Cairo), in which is definite although it does not haveljl. You will learn more about the usage of ji rover the next few weeks; in the meantime, remember that a word with ji is always definite. Proper nouns are definite whether or not they begin with ii; for example,.f4243 is definite, as are 1.:tj.9.40 and 0.4,05). Non-Arabic names, such as 1.11.6 I , , and 15,$ ),31 , generally do not take JI. The names of Arab cities and countries must be memorized because there is no rule that determines whether or not they take. For example, Ct9.7.! and '.9*.2:4,AJ do not take _II , but 7642Aail does. Listening Exercise 1. Listening for JI Listen to these words with and without JI /.r / iiSh-43 / ( s.40 )- 5 1 194 Unit 9 Pronunciation of JI Long before you learned to write JI you learned the greetings 19.401 t1.4.40 and ,. (a%443I In both e104,11 (as-salaam) and.).941 (an-nuur), we do not hear or.S4.1.A fo. pronounce the , but rather the letters 00 and the 4:i each take a shadda, which is the result of.J becoming assimilated into or "swallowed by" those consonants. The letters 0.0 and C) belong to a group of letters called i'LL I ‘4,44 14_1 jsiAI sun , letters, which assimilate or swallow the _1 of JI The name sun letters comes from. the Arabic word 0,444.Z6) (sun) because It is one of the letters that behaves in this way. The shadda on the shamsi letters reflects the "length" of the assimilated added to _I the length of the letter itself, thus maintaining the length of two consonants with the sound of one. Contrast the pronunciation of fit.:4J I and 191/1 with that of JA.311 in..A.4c11 The maintains its pronunciation in juQl because t belongs to the other. group of consonants, 4;;;;;;,..Afrj Li9.);j1 This group of consonants is named after. the word jej moon, since a is one of the consonants that do not assimilate the of The following chart lists the letters in their proper classes. Of course, you cannot carry the chart around with you, so you must memorize which letters are shamsi and which are qamari. You can, however, use pronunciation as a guide. Pronounce each of the shamsi letters out loud and pay attention to where your tongue is placed. For all of these letters, the tip of the tongue is at or near the back of your teeth at the roof of your mouth, which is the same position it is placed for the pronunciation of J. The qamari letters, on the other hand, are pronounced with the tongue in various other positions. With a little bit of practice you should be able to identify the shamsi letters just by pronouncing them. ‘4) ,6 JO uo jzt 0.0j j 6 C.) :itt o.44.4.,!‘411 3 -tb e Ls/ Etttzu 1 I J jpJI Listening Exercise 2. Recognizing sun and moon letters Listen to these words that contain sun and moon letters and repeat, and pay special attention to the pronunciation of iimmos 195 i  Unit 9.o I.E.r x I. j_p- 9 -11 B_1112.11.o a191laJ1.t.r.r JLIJI.\ Note that each word in the first group of words contains the sound , whereas J in the second group, you do not hear J , but rather a shadda on the following consonant. This shadda is sometimes written in, as it is above, as a reminder of correct pronunciation. In fully vocalized texts it is considered part of proper vowelling and will always be written in. It is a good idea to write the shadda on shamsi letters as a reminder of correct pronunciation. Drill 1. Reading _II aloud (At home) Practice reading aloud words with J. First, identify which words have shamsi letters and which have qamari letters without looking at the chart. Write shadda on _1 each shamsi letter and sukuun on the before each qamari letter as in the examples, then read the word aloud and check your pronunciation with the audio. Examples:.4 0 , , / )1`'.:)..J1.4.1...). J.o.../1.r C.424...4.11.. x J.9.:4-5. a...11.) a..,-..11.1 ti L.0 Clj.4L12_11.E.. IA ‘")1 ill L,101;11....,..L.11 A 3 0a1 I.v - '.-tiz.11 e.0.rr t.9.1i1.1\ a j L-.444-11.r J.4.,..i_11.10 L11:90.4J1.\ E J1)&11.rr ‘,...).*1.\A fb 1..t.4 P.ry fil-ia.frl.\- 49 1...cii_11..r ji..;JI.1 ,r 196  Drill 2. Recognizing JI on words (At home) Listen to the audio to hear twelve words. Select Yes for each word that has _II and select No for each word ISLAMIC that does not. Remember to listen CULTURAL CENTER for shadda on shamsi letters. 1. Yes No 2. Yes No 3. Yes No 4. Yes No 5. Yes No 6. Yes No 7. Yes No 8. Yes No 9. Yes No 10. Yes No 11. Yes No 12. Yes No Drill 3. Word recognition (At home) Listen to the audio to hear ten words, and then select the word you hear in each row. Pay special attention to the first syllable in each word and listen for the presence or absence of shadda on sun letters. 1 14.40 I fil.4o ft&o.441 I. „ Liar.0 I ‘..ada.1 I.r Jahls3 Li.oszi I.r t44' 14z-11 E i (4..Li1 I.o (b.5.4 I e..9.04, eggs/ I.1 t.4...,,a) I ltasi I.v co...111 fNiiaJ I A L7jLficci L7.4)Li L7ALII A J.9j 1 J.9-4).‘ 197  Unit 9 Once you have learned to identify J1 on individual words, start listening for it in phrases and sentences. In normal speech, word boundaries are often elided and it can be difficult to determine where one word ends and the next begins. Listening for J1 helps you to hear word boundaries. Along with the sound of j that you will hear on qamari letters, you need to develop an ear for the shadda on shamsi letters. Practice this in Drill 4. 0 Drill 4. Listening for.), and word boundaries in phrases (At home) Listen to the audio to hear eight phrases. Determine where the word boundary is and whether the second word in each is definite or indefinite Select Yes if the second word is definite and select No if the second word is indefinite. 1. Yes No 2. Yes No 3. Yes No 4. Yes No 5. Yes No 6. Yes No 7. Yes No 8. Yes No Drill 5. Reading _II (In class) Read aloud the following words and pay special attention to it and shamsi letters: H I.€ clpi2.3c 040 jail.r ‘7.JL.61J1.r ii.?,11111 A. 19.44J1.A...12iii I.v Le.K.JI.1 ji1.J1.o ‘4)1.,6.03. 91 Ar ,6..!1423.11 A chAl A 4.aL.44-.11.ct fiLi..,J1.\-1 el-Ad:541.....,0 ai,,,..ii.\€ L.A.t...WI. Ar e1L;4 1 til.r. ‘:).? ).4211 Act 4.m.adail AA Cij:L4,40..J1 Av 1.ri. uLAiil.rr ‘01.6-/ I.rr Lijitil.r ∎ 1.rn j '111.ry asz..ol...?J1.n Li..?j-il.ro. t.drygda...t I.r. _9.6.i..11.rcl 1 98 Loom= Um11 9 Drill 6. Dictation (At home) Watch the video and write below the words you hear, including all vowels. Remember to listen for...11 according to the rules you have learned. Watch and listen as many times as necessary..r 1.o A 1 lr.1 1 199  Unit 9 J-4.9-il 6 3L°A) You have seen that words like SU-0.0 I begin with the consonant iii—ALtb , even if hamza is not always written in unvowelled texts. It is the 6.)—o:111. that "allows" you to pronounce the vowel that follows it. In most words that begin with , the vowel that the hamza carries always remains the same; for example, C;3.1 and t.1 are always pronounced the same way. However, the 6)—o—a) of _II is a special kind of hamza called J-40.9-11 ike).C4-12), which means "elidable hamza". "Elidable" means that, when preceded by another word, the hamza and its vowel drop in both pronunciation and writing. In writing, the symbol waSla 4-1-40,9 takes the place of the.6.4).0.tb, and in pronunciation, the original vowel on the alif is swallowed by the final vowel of a previous word or by a "helping vowel:" a short vowel that allows you to link the two words together without pausing. Thus, in the case of the fatHa vowel on the alif is not pronounced (unless it is the first word in the sentence). This happens whenever a noun or adjective with JI occurs in noun phrases and prepositional phrases. Compare the pronunciation of JI in two different sentence positions: CA.4.,11 (al-bayt jadiid).\ C4 t.. 1 ( fi l-bayt) I j 0-4 akhii You will hear examples of this elision in Listening Exercise 3. Practice aloud with the audio until you can pronounce the phrases smoothly. c") Listening Exercise 3. ElidingJI in prepositional phrases (At home) Listen carefully to JI in the second word of each phrase. You will not hear the I of the JI because it is swallowed by the final vowel of the preceding word:..E ———.r 9.0.0 j a-A.1 a—) a—Pr—t I..0 0.L.4—).A.v 200  Writing The symbol for J-40.9-11 , called 4u...103 is not normally written , except in completely vowelled texts. It can only occur at the beginning of a word, and the overwhelming majority of cases occur on JI. Practice writing it by copying the example: Drill 7. Identifying.63.0.11 and 4. :1103 (At home) Listen and watch as the following phrases are read aloud. Some will contain regular 03.0.ga and some will contain j_440.9_11 83.c...z. Mark either 63.6.12, or 4.1.0,os according to what you hear: 201 1  Unit 9 Drill 8. Using JI in phrases (In class) Work with a partner to create as many short sentences as you can with definite nouns and the prepositions listed below. A few nouns are also suggested as prompts to get you started, but do not be limited by those you see here. The prepositions are listed by function, which is a more helpful way to remember them than by translation. Prepositions do not translate well across languages, and Arabic is no exception. Arabic also treats human nouns differently than nonhuman nouns in some ways; note that the meaning "with" in Arabic is expressed differently depending on whether the action involves doing something "with" another person, or "with" an instrument, such as a pen, including coffee "with" milk and sugar. from (a source or place of origin) L').o in, at (location in time and space) j..r "with" (things, such as an instrument) —3.r with (people) 10 i As you form your sentences, keep in mind two points: 1. Remember to elide the fatHa in I so that the end of the previous word carries right into the laam or (if the consonant is a shamsi letter), the shadda. Most prepositions end in a vowel but in the case of C>03 , which does not, we need to add a helping vowel. Formal Arabic uses fatHa: L 1 , whereas spoken Arabic generally uses a schwa. 2. The preposition..a is written attached to the following word (this is a rule for all one-letter words): L.4.4.61. Nouns to get you started: jg" II ks LtJ I / 1.7.44 I / CL.4o—/ I /.. 1.4t4.1 I / 1.?611 / sisaJ I 3-1 3 1;-t I / I/ I / a?. 1.1.,J I / I /.6j 1.4J ". I / Examples: Slz,‘Atl Et.c. 6.1.1s /C.:0-11 ". 202 leims Und 9 Drill 9. Names of Arab countries (At home) Look at the map of the countries where Arabic is spoken in everyday life. Listen to the names and capitals of each country in Arabic. Then, write the names out in Arabic. Drill 10. Reading comprehension (In class) Key word: engineering.4,0,1 411 Use the reading strategies listed below that you learned in unit 8 to read the following text. 1. Do the thirty-second scan: What kind of text is this? What expectations do you have about its content? -4towi uLwIj kvi 11,401 pi)! 2. Look for the things you expect to see. As ,741 you find them, adjust your expectations and StudentReview.com focus your search. t.,...6.11 L.' L.4.1 tet., 3. One section of the text has some English that might provide a clue. Based on that j i_Itit") ;09 C.P.)95 clue, what else can you look for in that section? `044) 1A 349 i1? (I) want ana caayiz/cayza, biddi, 4.ij1 (he) wants huwwa c aayiz, biddo,.14.4. c , (she) wants hiyya ayza, bidda,..i. ).3 c , (you) want (fern.) inti ayza, biddik, ,:).i.1,,J.3 c , (you) want (masc.) inta aayiz, biddak,.1.4).5 (I) watch; see ashuuf, ashuuf,..1..eoLLi (he) watches; sees yishuuf, yshuuf, 4..121A14, (she) watches; sees tishuuf, tshuuf,.1..a.1.1.5 (you) watch; see (fern.) tishuufi, tshuufi, ,..)...1.4141...1 (you) watch (masc.) tishuuf, tshuuf, a..eeLLS watch; clock; hour c c saa a, saa a ' ,i_cLu, water mayya, mayy, ; Lo weird, strange ghariib/a, ghariib/e, '6/6,,b----C welcome ahlan wa sahlan, ahlan wa sahlan, 11, -_Cu9 U.:211 welcome (formal). L_;-..)_ii reply to welcome ahlan wa sahlan bilk/-ki, ahla(n) fiik/-ki, J.4 ilig:_til9 1.1 you're welcome! it - c afw, ahla w sahla fiik/-ki, 19..A.c well, fine (response to How are you?) kuwayyis, mniiH, )..t.>1 What? ee?, shuu?, !1-4) What's wrong (with you)? maalak/ ik?, shubak?/-ik?, !al. Lo/,=i Lo!4.Lid.1_.$ L. - - -...-..... Where? feen?, ween?, !,;;;;I Where (are you) from? (inta) mineen?, (inte) min ween?, !(,.S1) 6.°#.1 0 _4 white (masc.) abyaD, abyaD, L 1 wide, spacious waasi c /was c a, waasi c/waasca, 6/t—s4.,19 window shubbaak, shibbaak, JL 1) c - with (people) ma a, ma c , E._.i') with (things; instrumental) bi-, bi-, _, - woman sitt, mara, illj -41 word kilma, kilme,.L.4.1-5 236 English-Arabic Glossary wrong, a mistake ghalaT, ghalaT.6Lx. ' Yemen j=-il yes aywa, ee, rq_2.:, you (fern.).. inti,, ,:..,J '.( inti, 1 you (masc.) inta, inte, LI you (fern., polite) HaDritik, HaDartik, 412,3-...L; you (masc., polite) HaDritak, HaDartak, Zli:j"..> young, small Sughayyar/a, zghiir/e, Li..,i.j young people, "guys" shabaab, shabaab, ,__,L..L your (fern. suffix) - ik, - ik, J- your (masc. suffix) - ak, -ak, J- zero ziiru; Sifr, Sifar, ( 1 )Lc mismommil 237  - u.4-0L-Es Arabic-English Glossary The purpose of this glossary is to allow you to look up words you have learned but whose meaning you may have forgotten. We have included the main forms of all active vocabulary in the book, including colloquial forms that are used in writing. Words are listed in alphabetical order by their consonant root according to Arabic practice rather than according to spelling. If you cannot find a word by looking for it alphabetically, try to identify its root or core consonants, and look it up under those letters. In this glossary both formal and spoken forms are listed in Arabic script and transliterations are not given. Please do not use this glossary for pronunciation. If you want to know the spoken forms, look up the word in the English—Arabic glossary. Neither the regular colloquial pronunciation shifts that you learn in Alf Baa, such as hamza for qaaf and the Levantine pronunciation of final fatHa as e, are marked, nor are the final short vowels of masculine and feminine possessive endings di: and 4. (formal ki.L. and as these are introduced in unit 2. Most entries in this glossary are written in the blue color that identifies the formal/written form, which indicates that they represent standard or shared forms. When an Egyptian (green) or Levantine (purple) form of the same word differs, they are shown in that color. When one or both dialects have a different word, this is listed as a separate entry. Slashes separate masculine and feminine forms, with the masculine form listed first. Meaning maSri (Egyptian) shaami (Levantine) Formal /written Man  Arabic-English Glossary English Arabic brother ti sister z.._,41° may I be excused? (taking leave) U:til jx, oil ' s ' Jordan cAcl professor, teacher 6 / 1uf. How? :S31,! How are you? !,:.3, Israel J..,_11,.4.1.1 sorry! (adjective) a /6.i.ellio il /6.i_wi sir/madam p4Jii God 411'I 1. (reply to) ma ca ssalaama and salaamtak ,1.4.L ' ' 4111..... God willing 4.UI;lili j! in the name of God 4.1.1 I ro_u.,_, a response to 'How are you?'; thank God 411 143.1. there is no god but God all YI, 4.11, )1.. wow! (expression of admiration) 4.111 AL Lo United Arab Emirates ,:..,1,1_41 I Lif you (fem.) _ ti., „ ti ,i—,. „ ti ,,_..1 o- you (masc.) ,..J1 eL:11 ,L Miss ;:i....if hello, welcome; Syrian only: you're welcome it.g,L9 i1.11 (reply to hello), welcome; thank you, 4t_, it:US.4..1 Mai ,a4 ilig.L9 Sal or 91 bus 041-!-!9391 room.L.'ogi yes 04.11 AO. Iran 4:),.)q.! 240 Arabic-English Glossary Where? s--.-1.07! What? !4.,1 , with (things; instrumental); (Syrian only: in) --! well, fine (formal response to "kayf al-Haal?") )÷.24-d I want 411 you want 421.J /J1, he wants (9L) all she wants Ls'IJ cold (adjective: feeling cold) 6/0144 only; that's all Su4 , 43114..t.,_ cat '"!: _ far from, distant 1 girl; daughter L4,,,.... building j-.1. 11f door ,T11—! house, home white 041 nine (9) ZTL..A.4_:, tired idj1-4j telephone ii9 a.W -.: - great, fine P1-4=1111-4=1 toilet; bathroom 6.419_1 ,a4.11,.; Tunisia um-1-9 1. three Z3 ,A.:011.3 ,(r)ziN3 eight 4:11...0_ ,Zil.4_z ,(A) ii t..,i1.4:-i two C.)—..-11 , C)--. 1 A 1 ) Cr-1 , I ,CJI—j4 new a /.44---:; Algeria j,J134-11 university 4is41>.4144 sentence beautiful, pretty elL1-!-(6:1- 241  Arabic-English Glossary ready LijsbL neighbor 11,1--- hungry 1:./j1.24. ,LioLag..1.. ,O /,:j1..ci_a. good 6/ 4..--- ° (I) love, like k7,-,-I-!.4,--N 46)-1 (you) love, like (masc.) 6:‘,..li. '. (you) love, like (fern.) v4-7_,*. , v4-...-. ! , j--: ,..-- 1. (he) loves, likes..- 462 !.4"4. (she) loves, likes (my) darling, dear (to a female) ? (my) darling, dear (to a male) -,-.!=,- veil, head covering 11--1.-,.. hot (feeling hot) ii /j13:3.. you (fern., polite) j:irl,-;.‘=1-1. ,,13.3=,-; you (masc., polite) 4=1-1.r:=,-;.e=1:1). , 4-=,-; milk ,...,_.......1 -.. pretty, beautiful 114.6.. )46. response to How are you?; thank God Ail 143.1 bathroom, toilet 4-4:- thing, something, anything j-1..1-2" something else, anything else 24.1_3.. kr' news (fern.) )1 4.1 - bread.)-!7"' -- „ ,.' pita bread.7-!-)--a.3-!".: -.,.7-!5-a.3-!-'- ,- green )...i.i..1 exhausted idoLz.L+ five (6 ) this (masc.) I3 El—:-' ,EL?; chicken lesson Lr►.)-, doctor (MD, PhD) L/.)9-; asimarama smssmi 242 limi Arabic-English Glossary this (fern.) i.P Igo ,.,,eb ' ii you go (masc.) 4.-i-i:) -.,..- you go (fern.) 4-+ he goes ,, i.i4 she goes ,e-ifii four (n.;1_14.,f man J-2.4) 14.).J -:':.j hello 1÷;!)-Z , I=!='-.)-6 friend 649,tij number fc-ki telephone number j9-a-±-4 rz-i3 I go c9).C9) 1 you (masc.) go; she goes C9):-' CIA e you (fern.) go eli..". , r,-9.)-1 he goes C9.. 'DA I want...v.. ji you (masc.) want; she wants „t,.-: you (fern.) want.-,.' C..H4-1.)-4 he wants 4..1J.1 upset (angry or sad) Lit.1)'1=c3 zero 9.H...) question jj4Lua seven. (V) 424--Cu woman, lady l_t.ho ,"..,L_t.0 six - (1) "4__i_ua happy 'a / a ,t stit Saudi Arabia 44)9.211. -4LI 1 sugar ",.)--C-L.)--C44 " ' sugar, medium 0 11-1e4 j:5-lju ,1=A;Ji ;_c_kL. hello. Greetings! (Islamic greeting) 0:1:-CLL--c.C.'N-LJI 14