‫‪iv‬‬
‫!‬
‫‪k‬‬
‫‪PY ce‬‬
‫‪O n‬‬
‫‪C a‬‬
‫‪N‬‬
‫‪T‬‬
‫& ‪O‬‬
‫‪N ar‬‬
‫‪O h‬‬
‫‪D Go‬‬
‫©‬
‫‪١٢‬‬
‫اﻷﺳامء اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺴﺎﺑﻊﻋﴩ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎين‬
‫‪--CHAPTER‬اﻟﻔﺼﻞ‬
‫‪CHAPTERTWELVE‬‬
‫‪SEVEN‬‬
‫‪Hollow Roots‬‬
‫‪Looking Up Word‬‬
‫‪Meanings in Hans Wehr‬‬
‫‪Broken Plurals‬‬
‫‪l‬‬
‫‪el‬‬
‫‪Case Endings‬‬
‫اﻟﻔﻌــﻞ اﳌﻀــﺎرع اﳌﺮﻓــﻮع ‪-‬‬
‫اﻟﻔﻌﻞاﻷﺟﻮف‬
‫اﻟﺒﺤﺚ ﻋﻦ ﻣﻌﺎين اﻟﻜﻠامت ﰲ‬
‫ﻗﺎﻣﻮس ”ﻫﺎﻧﺰ ﻓري“‬
‫ﺟﻤﻊ اﻟﺘﻜﺴري‬
‫اﻟﻀﺒﻂ‬
‫‪1‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎين ﻋﴩ‬
Hollow Roots - ‫ اﻟﻔﻌﻞ اﻷﺟﻮف‬- ‫اﻟﻔﻌﻞ اﳌﻀﺎرع اﳌﺮﻓﻮع‬
.‫أ‬
As we mentioned earlier in this book, hollow verbs are the ones whose middle radical is either ‫( و‬e.g.
‫ )ق و ل‬or ‫( ي‬e.g. ‫)ب ي ع‬. Additionally, in the past tense their original long vowels disappear and are
replaced by an ’alif because Arabic does not allow sequences of fatḥa -‫و‬-fatḥa or fatḥa -‫ي‬-fatḥa for phonoَ ‫ ﻗَـ‬instead of ‫ ﻗَـ َﻮ َل‬and ‫ ﺑَــﺎ َع‬instead of ‫ﺑَ َﻴـ َﻊ‬. The long vowel ’alif is
logical reasons. Thus we are left with ‫ـﺎل‬
not replaced with ‫ و‬or ‫ ي‬when suffix pronouns that begin with vowel sounds (such as َ‫ ـــ‬, ‫ـﺖ‬
ْ ‫ــَـ‬, and ‫ــــﻮا‬
for ‫ﻫــﻮ‬, ‫ﻫــﻲ‬, and ‫ﻫــﻢ‬, respectively) are attached to the verb. Nonetheless, the long vowel ’alif is shortt
t
t
t
iv
!
k
PY ce
O n
C a
N
T
O &
N ar
O h
D Go
©
ened and usually replaced by the short vowel corresponding to the middle radical when suffixes that
ِ ‫ﻗ ُـﻠ ْــ‬, ‫ﻗ ُـﻠ ْـﺘ ُـــﻢ‬, ‫ـﺖ‬
begin with a consonant are attached. For example, the verb ‫ ﻗﺎل‬will become ‫ـﺖ‬
َ ‫ﻗ ُـﻠ ْــ‬, ‫ـﺖ‬
ُ ‫ﻗ ُـﻠ ْــ‬,
ِ
and ‫ ﻗـُﻠـْــﻨﺎ‬with the pronouns ‫ـﺖ‬
َ ‫أﻧْـ‬, ‫أﻧْــﺖ‬, ‫أﻧْﺘُــﻢ‬, ‫أﻧــﺎ‬, and ‫ﻧـَ ـ ْﺤ ُﻦ‬, respectively. This happens because Arabic
does not allow a long vowel to be followed by a sequence of two or more different consonants.
The good news is that the middle radicals ‫ و‬and ‫ ي‬appear when the hollow verbs are conjugated for
َ ‫ ﻗ‬when conjugated
most of the pronouns in the present tense. Let us look at a chart of the verbs ‫ع‬
َ ‫ﺑَﺎ‬/‫َــﺎل‬
ُ ‫ﻳَﻘ‬.
in the present tense ‫ﻳَﺒِﻴـ ُﻊ‬/‫ُﻮل‬
‫ﻳَﺒِﻴ ُﻊ‬
‫ﺗَﺒِﻴ ُﻊ‬
‫ﻳَﺒِﻴ ُﻌﻮ َن‬
‫ﺗَﺒِﻴ ُﻊ‬
‫ﺗَﺒِﻴ ِﻌ َني‬
‫ﺗَﺒِﻴ ُﻌﻮ َن‬
‫أَﺑِﻴ ُﻊ‬
‫ﻧَﺒِﻴ ُﻊ‬
ُ ‫ﻳَﻘ‬
‫ُﻮل‬
ُ ‫ﺗَﻘ‬
‫ُﻮل‬
‫ﻳَﻘُﻮﻟُﻮ َن‬
ُ ‫ﺗَﻘ‬
‫ُﻮل‬
‫ﺗَﻘُﻮﻟِ َني‬
‫ﺗَﻘُﻮﻟُﻮ َن‬
‫أَﻗ ُُﻮل‬
ُ ‫ﻧَﻘ‬
‫ُﻮل‬
‫ﻫ ُـ َﻮ‬
‫ﻫـِ َﻲ‬
‫ﻫـُﻢ‬
‫أﻧـْ َﺖ‬
‫أﻧ ْـ ِﺖ‬
‫أﻧ ْـﺘُﻢ‬
‫أﻧﺎ‬
‫ﻧ َـﺤ ْـ ُﻦ‬
‫ﻳَ َﻨﺎ ُم‬
‫ﺗ َ َﻨﺎ ُم‬
‫ﻳَ َﻨﺎ ُﻣﻮ َن‬
‫ﺗ َ َﻨﺎ ُم‬
‫ﺗ َ َﻨﺎ ِﻣ َني‬
‫ﺗَ َﻨﺎ ُﻣﻮ َن‬
‫أَﻧَﺎ ُم‬
‫ﻧَ َﻨﺎ ُم‬
ُ ‫ﻳَ َﺨ‬
‫ﺎف‬
ُ ‫ﺗ َ َﺨ‬
‫ﺎف‬
‫ﻳَ َﺨﺎﻓُﻮ َن‬
ُ ‫ﺗ َ َﺨ‬
‫ﺎف‬
‫ﺗ َ َﺨﺎ ِﻓ َني‬
‫ﺗ َ َﺨﺎﻓُﻮ َن‬
ُ ‫أَ َﺧ‬
‫ﺎف‬
ُ ‫ﻧَ َﺨ‬
‫ﺎف‬
‫ﻫـُ َﻮ‬
‫ﻫـِ َﻲ‬
‫ﻫ ُـﻢ‬
‫أﻧـْ َﺖ‬
‫أﻧـْ ِﺖ‬
‫أﻧ ْـﺘُﻢ‬
‫أﻧﺎ‬
‫ﻧـَﺤـْ ُﻦ‬
3rd person
2nd person
1st person
َ ‫ ﻗ‬whose middle radical ‫ و‬or ‫( ي‬i.e, ‫ﻳَﺒِﻴــ ُﻊ‬/‫ُﻮل‬
ُ ‫ )ﻳَﻘ‬is exposed when conjugated in the
Unlike ‫ع‬
َ ‫ﺑَﺎ‬/‫َــﺎل‬
َ ‫ َﺧـ‬, do not show their original middle radicals when they are
present tense, a few verbs, like ‫ ﻧَــﺎ َم‬and ‫ـﺎف‬
ُ ‫ﻳَ َﺨ‬.
conjugated in the present tense, but rather retain the ’alif. Thus, we are left with ‫ﻳَ َﻨــﺎ ُم‬/‫ﺎف‬
2nd person
el
l
2
3rd person
1st person
١٢
iv
!
k
PY ce
O n
C a
N
T
O &
N ar
O h
D Go
©
A. You are given both the root and the past tense form of each verb below.
Can you form the present tense? After you finish, look up their meaning.
‫اﻟﻔﻌﻞ اﳌﺎﴈ اﻟﻔﻌﻞ اﳌﻀﺎرع‬
_______________
‫ﻋﺎش‬
_______________
‫ﻓﺎز‬
_______________
‫ﻧﺎل‬
_______________
‫ﺳﺎر‬
_______________
‫ﺻﺎم‬
_______________
‫ﻋﺎد‬
_______________
‫ﺻﺎح‬
_______________
‫ﻗﺎم‬
_______________
‫زار‬
_______________
‫ﻣﺎت‬
_______________
‫ﻃﺎر‬
‫اﻟﺠﺬر‬
‫عيش‬
‫فوز‬
‫نول‬
‫سير‬
‫صوم‬
‫ع ود‬
‫صيح‬
‫قوم‬
‫زور‬
‫م وت‬
‫طير‬
el
‫اﳌﻌﻨﻰ‬
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
l
3
‫اﻟﻔﺼﻞ اﻟﺜﺎين ﻋﴩ‬
‫‪B. Choose two of the verbs from exercise A and conjugate them in the present‬‬
‫‪tense for the subject pronouns given in the table below:‬‬
‫‪iv‬‬
‫!‬
‫‪k‬‬
‫‪PY ce‬‬
‫‪O n‬‬
‫‪C a‬‬
‫‪N‬‬
‫‪T‬‬
‫& ‪O‬‬
‫‪N ar‬‬
‫‪O h‬‬
‫‪D Go‬‬
‫©‬
‫‪3rd person‬‬
‫ﻫ ُـ َﻮ‬
‫ﻫـِ َﻲ‬
‫ﻫـُﻢ‬
‫أﻧ ْـ َﺖ‬
‫أﻧ ْـ ِﺖ‬
‫أﻧـْﺘُﻢ‬
‫أﻧﺎ‬
‫ﻧ َـﺤ ْـ ُﻦ‬
‫‪2nd person‬‬
‫‪1st person‬‬
‫‪C. Complete the following sentences with the correct form of the present tense for the past tense verb‬‬
‫‪in parentheses.‬‬
‫‪ .١‬ﻳﺎ أوﻻد ﰲ أﻳﺔ ﺳﺎﻋﺔ ___________ )ﻧﺎم(؟‬
‫‪) ___________ .٢‬ﻗﺎل( ﻟﻴﲆ إ ﱠن واﻟﺪﻫﺎ ﻣﺪرس ﰲ ﻣﺪرﺳﺔ ﺛﺎﻧﻮﻳﺔ‪.‬‬
‫‪ .٣‬ﻳﺎ أﺣﻤﺪ أﻳﻦ ___________ )ﻋﺎش( اﻵن؟‬
‫‪ .٤‬ﻧﺤﻦ دامئﺎً ___________ )ﻋﺎد( ﻣﻦ اﻟﺠﺎﻣﻌﺔ ﰲ اﻟﺴﺎﻋﺔ اﻟﺮاﺑﻌﺔ ﺑﻌﺪ اﻟﻈﻬﺮ‪.‬‬
‫‪) ___________ .٥‬ﻗﺎم( ﻣﻦ ﻧﻮﻣﻲ ﰲ اﻟﺴﺎﻋﺔ اﻟﺴﺎﺑﻌﺔ ﺻﺒﺎﺣﺎً‪.‬‬
‫‪) ___________ .٦‬زار( أﺧﺘﻬﻢ اﻟﺘﻲ ﺗﻌﻴﺶ ﰲ اﻷردن ﻛﻞ ﺳﻨﺔ‪.‬‬
‫‪ .٧‬ﻫـﺬا اﻟﺪﻛﺎن ___________ )ﺑﺎع( ﺳﻴﺎرات ﺟﺪﻳﺪة‪.‬‬
‫‪) ___________ .٨‬ﻋﺎش( ﻓﺎﻃﻤﺔ ﻣﻊ أﴎﺗﻬﺎ ﰲ ﺑﻴﺖ ﺻﻐري‪.‬‬
‫‪) ___________ .٩‬ﻣﺎت( ‪ ٦٠‬ﻣﻠﻴﻮن ﺷﺨﺺ ﺑﺴﺒﺐ اﻟﺘﺪﺧني ﻛﻞ ﺳﻨﺔ‪.‬‬
‫‪ .١٠‬أﺣﻴﺎﻧﺎً ___________ )زار( اﻷﻫﺮاﻣﺎت ‪ the Pyramids‬ﻋﻨﺪﻣﺎ ___________ )ﻛﺎن( ﰲ ﻣﴫ‪.‬‬
‫‪D. Complete the text. Use the correct present tense form of each verb in parentheses.‬‬
‫‪l‬‬
‫‪el‬‬
‫___________ )ﻋــﺎش( ﺗﻮﻓﻴــﻖ ﻣــﻊ أﴎﺗــﻪ ﰲ ﻣﺪﻳﻨــﺔ ﻃﺮاﺑﻠــﺲ ﺑﻠﻴﺒﻴــﺎ‪) ___________ .‬ﻗــﺎل( إﻧﱠــﻪ‬
‫ﻳﺤــﺐ ﻣﺪﻳﻨــﺔ ﻃﺮاﺑﻠــﺲ ﻷ َن اﻟﻄﻘــﺲ ﻣﻤﺘــﺎز ﻃــﻮال اﻟﺴــﻨﺔ واﻟﻨــﺎس ﻃﻴﺒــﻮن‪) ___________ .‬ﻋﻤــﻞ(‬
‫ﺗﻮﻓﻴــﻖ اﻵن ﻣﺪﻳـﺮا ً ﻟﴩﻛــﺔ ___________ )ﺑــﺎع( اﻟﺴــﻴﺎرات‪ .‬اﻟﺘﺤــﻖ ﻟﻠﻌﻤــﻞ ﺑﻬــﺎ ﺑﻌــﺪ أ ْن ﻧــﺎل ﺷــﻬﺎدة‬
‫اﻟﺒﻜﺎﻟﻮرﻳــﻮس ﻣــﻦ اﻟﺠﺎﻣﻌــﺔ‪.‬‬
‫___________ )ﻗــﺎم( ﺗﻮﻓﻴــﻖ ﻣــﻦ ﻧﻮﻣــﻪ ﰲ اﻟﺴــﺎﻋﺔ اﻟﺴﺎدﺳــﺔ ﺻﺒﺎﺣـﺎً‪) ___________ .‬ﻗــﺎد( ﺳــﻴﺎرﺗﻪ‬
‫و___________ )ﻛﺎن( ﰲ ﻋﻤﻠــﻪ اﻟﺴــﺎﻋﺔ اﻟﺴــﺎﺑﻌﺔ‪) ___________ .‬ﻋــﺎد( إﱃ ﺑﻴﺘــﻪ ﰲ اﻟﺴــﺎﻋﺔ‬
‫اﻟﺨﺎﻣﺴــﺔ ﻣﺴــﺎ ًء‪) ___________ .‬أﻛﻞ( ﺗﻮﻓﻴــﻖ اﻟﻌﺸــﺎء ﻣــﻊ أﴎﺗــﻪ ﺛــﻢ ___________ )ﺷــﺎﻫﺪ(‬
‫اﻟﺘﻠﻴﻔﺰﻳــﻮن ﺛــﻢ ___________ )ﻧــﺎم(‪.‬‬
‫واﻟــﺪه وواﻟﺪﺗــﻪ وإﺧﻮﺗــﻪ ___________ )ﺳــﻜﻦ( ﰲ ﻧﻔــﺲ اﳌﻨﻄﻘــﺔ وﻟﻜﻨــﻪ ___________ـــﻬﻢ )زار(‬
‫ﻣــﺮة واﺣــﺪة أو ﻣﺮﺗــني ﻛﻞ أﺳــﺒﻮع‪.‬‬
‫‪4‬‬
١٢
“‫ اﻟﺒﺤﺚ ﻋﻦ ﻣﻌﺎين اﻟﻜﻠامت ﰲ ﻗﺎﻣﻮس ”ﻫﺎﻧﺰ ﻓري‬.‫ب‬
Looking Up Word Meanings in Hans Wehr
iv
!
k
PY ce
O n
C a
N
T
O &
N ar
O h
D Go
©
Most Arabic words contain a skeleton (known as a root) made
up of three consonants, which gives us important information
about the meaning of the word. In fact, when you look up a
word in the dictionary, you will find its position is not determined by strict alphabetical order, but rather, by its affiliation
with words derived from the same root. Therefore, it is essential to know how to extract the root of a word.
First of all, keep in mind that a root can only be made up of consonants. Therefore, the letter ‫’( ا‬alif) is never a root letter because it is
always a vowel. On the other hand, if the ’alif carries a hamzat (‫ )أ‬, that
hamzat can be a root letter because hamzat (‫ )ء‬is a full-fledged consonant,
though it sometimes depends on other letters (known as seats) to carry it. In
the same way, ‫( ة‬tā’ marbūṭat) is never a root letter because it is not a consonant,
but rather a gender marker.
Therefore, when you are looking for the root of a word, keep the above in mind.
The second step is to eliminate any prefixes or suffixes you can identify. Thus in the
word ‫ﻳُﺸــﺎﻫﺪون‬, first you eliminate the ’alif from consideration, and then you eliminate the prefix ‫ ﻳُـ‬and
the suffix ‫ن‬
َ ‫ـُـــﻮ‬. What remains is ‫ ش ﻫـــ د‬and that (read from right to left) is the root of the word.
When looking for the root of a word, you should try first to find three consonants that are part of
every word derived from the same root. Most consonants fall into this category, so it is easier to watch
out for suspect letters, i.e., letters that are sometimes part of the root but also sometimes not. These
letters are ‫م‬, ‫ن‬, ‫ ت‬and ‫س‬. How do I remember these four? Their English equivalents are m, n, t and
s, respectively. These all appear in order in the English word “mints”. The letter ‫ م‬at the beginning of
longer words is never part of the root; at the beginning of shorter words, it can be. Thus ‫ م‬is not part of
the root in words like ‫ ﻣﻜﺘﺒــﺔ‬or ‫ﻣﺸــﺎﻫﺪة‬, for example. The status of the other three letters is less predictable. However, if you can find three letters other than these, you can be pretty sure that you have your
root right there.
Take the following words:
‫ﻃﻔﻮﻟﺔ ﻧﺴﺎﻓﺮ ﻣﺪرﺳﺔ‬
‫ﻣﺤﺎﴐة اﻗﺘﺼﺎد‬
These are all words you have learned. Now take a few minutes and see if you can figure out their
roots. Then, and only then, look at the solutions below.
el
‫ ﻣﺤﺎﴐة‬- We can eliminate the ‫( م‬a suspect letter), the ‫( ا‬a vowel) and the ‫( ة‬a gender marker) right off
the bat. We are left with just three consonants that are always part of the root: ‫ح ض ر‬. Therefore, those
three consonants make up the root.
l
‫ اﻗﺘﺼﺎد‬- We can eliminate the two ’alifs, and the ‫( ت‬one of the letters in mints) is suspect. In any case,
we are left with ‫ق ص د‬, all of which are root letters, so there is your root.
‫ ﻃﻔﻮﻟﺔ‬- We can eliminate the ‫ ة‬right off the bat. The letter ‫ و‬is sometimes a consonant and sometimes
a vowel, but besides the ‫و‬, in any case, we already have three consonants that are always root letters:
‫ط ف ل‬, so there is our root right there.
5
‫اﻟﻔﺼﻞ اﻟﺜﺎين ﻋﴩ‬
iv
!
k
PY ce
O n
C a
N
T
O &
N ar
O h
D Go
©
‫ ﻧﺴﺎﻓﺮ‬- We can eliminate the ‫ ا‬because it is a vowel. We can also eliminate the prefix ‫ ﻧُـ‬meaning “we”
(travel). We are left with ‫س ف ر‬. It is true that ‫ س‬is suspect, but without it we have only two root letters,
and, normally, we need three letters to make a root, so here ‫ س‬stays. The other two letters are always
part of the root, so we now have our root: ‫س ف ر‬.
‫ ﻣﺪرﺳــﺔ‬- Right off, we can eliminate ‫ة‬. As for ‫م‬, it is a suspect letter (mints), and it is at the beginning
of a longer word, so it too goes by the wayside. The letter ‫ س‬is also suspect, but without it we do not
have three consonants left, so here it has to stay and our root is ‫د ر س‬. Notice that this is true regardless
of how ‫ ﻣﺪرﺳــﺔ‬is vowelled (‫“ َﻣ ْﺪ َر َﺳــﺔ‬school” or ‫[“ ُﻣ َﺪ ﱢر َﺳــﺔ‬female] teacher”) since both words are related to
the common root’s meaning of (“studying”).
When you use the dictionary (the one we recommend is A Dictionary of Modern Written Arabic by
Hans Wehr), you have to look up a word according to its root. Under that root you will find first the
verbs (form I, if it exists, followed by the other existing forms listed using Roman numerals), then
nouns, then adjectives and participles (‫ اﺳــﻢ ﻓﺎ ِﻋــﻞ‬and ‫)اﺳــﻢ ﻣﻔﻌــﻮل‬. It is a good idea to spend a fair
amount of time using the dictionary, even simply looking up, let’s say, a word a day, so that you get
used to finding words quickly.
In the entries for nouns, immediately following the noun in the singular (and its transcription in our
alphabet), you will see the abbreviation “pl.” followed by the plural form of the noun in question. For
example, if you look up the root ‫ك ت ب‬, you will find the following: ‫ ﻛﺘــﺎب‬kitāb pl. ‫ ﻛﺘــﺐ‬kutub etc. That
tells us the spelling and pronunciation of the singular and plural. In some cases, the noun will have
more than one plural. In that case, the first plural form mentioned is usually the most commonly used
one. If you look up the word ‫ﺑﻴــﺖ‬, for instance, you will see that you are given both ‫ ﺑﻴــﻮت‬and ‫ ﺑﻴﻮﺗــﺎت‬as
plural forms. The first one, ‫ﺑﻴﻮت‬, is much more common. Sometimes different plural forms are used for
different meanings of the same word. Thus, if you look at ‫ ﺑﻴﺖ‬again, you can see that when you want to
say “houses”, you use ‫ﺑﻴﻮت‬, but if you look further down in the entry, you can see that ‫ ﺑﻴﺖ‬has another
meaning, “a line of verse”, the plural of which is ‫‘ أﺑﻴــﺎت‬abyāt. Once again, the more time you yourself
spend exploring the dictionary, the more at home you will feel in it and the more helpful you will find it.
el
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6
‫‪١٢‬‬
‫‪A. Decide which set of letters represents the root of each word below‬‬
‫‪by putting‬‬
‫‪in the small box next to the correct set of root letters.‬‬
‫‪iv‬‬
‫!‬
‫‪k‬‬
‫‪PY ce‬‬
‫‪O n‬‬
‫‪C a‬‬
‫‪N‬‬
‫‪T‬‬
‫& ‪O‬‬
‫‪N ar‬‬
‫‪O h‬‬
‫‪D Go‬‬
‫©‬
‫اﻟﻜﻠﻤﺔ‬
‫‪ .١‬ﻣﻌﻠﻢ‬
‫‪ .٢‬ﺳﻴﺎرة‬
‫‪ .٣‬اﺳﺘامع‬
‫‪ .٤‬ﻳﻘﺎﺑﻠﻮن‬
‫‪ .٥‬ﺗﻨﻤﻴﺔ‬
‫‪ .٦‬زراﻋﺔ‬
‫‪ .٧‬ﻣﺼﻨﻊ‬
‫‪ .٨‬اﺳﺘﺨﺪام‬
‫‪ .٩‬اﻓﺘﻘﺎر‬
‫‪ .١٠‬ﺟﺮﻳﺪة‬
‫‪ .١١‬اﻧﻘﺴﺎم‬
‫‪ .١٢‬ﻣﻨﺎﻗﺸﺔ‬
‫‪ .١٣‬ﺗﻌﻠﻴﻢ‬
‫‪ .١٤‬دراﺳﺔ‬
‫اﻟﺠﺬر اﻷول‬
‫علم‬
‫سية‬
‫ستع‬
‫قبل‬
‫نمي‬
‫زرا‬
‫صنع‬
‫سخم‬
‫فتق‬
‫جيد‬
‫نقم‬
‫نقش‬
‫علم‬
‫رسة‬
‫اﻟﺠﺬر اﻟﺜﺎين‬
‫معم‬
‫سير‬
‫سمع‬
‫قبن‬
‫تنم‬
‫زرع‬
‫مصع‬
‫خدم‬
‫فقر‬
‫جرد‬
‫قسم‬
‫منش‬
‫عيم‬
‫درس‬
‫‪C. Use the dictionary and find the meaning and B. Identify the roots of the following words and‬‬
‫‪the plural of the following words.‬‬
‫‪use your dictionary to find their meanings.‬‬
‫‪l‬‬
‫‪el‬‬
‫اﻻﺳﻢ‬
‫اﻛﺘﺸﺎف‬
‫ﺛﻮرة‬
‫ﺷﻴﻮﻋﻴﺔ‬
‫اﻧﺘﻔﺎﺿﺔ‬
‫اﺳﺘﻌﻼم‬
‫ﺗﻘﻨني‬
‫ارﺗﻔﺎع‬
‫اﻧﺴﺤﺎب‬
‫اﻟﺘﺰام‬
‫ﻣﻌﺎﻗﺒﺔ‬
‫اﻟﺠﺬر‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫اﳌﻌﻨﻰ‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫اﻻﺳﻢ‬
‫ﻣﺼﻨﻊ‬
‫ﻧﺸﺎط‬
‫ﻣﺠﻠﺲ‬
‫ﻧﺸﻴﺪ‬
‫وزﻳﺮ‬
‫ﺿﺤﻴﺔ‬
‫ﻣﺨﺒﺰ‬
‫ﻋﻘﻴﺪة‬
‫ﺧﺮﻳﻄﺔ‬
‫ﺳﻮر‬
‫ﺻﻮرة‬
‫ﻗﺒﻴﻠﺔ‬
‫ﻣﺸﻬﺪ‬
‫‪7‬‬
‫اﳌﻌﻨﻰ‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫اﻟﺠﻤﻊ‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫اﻟﻔﺼﻞ اﻟﺜﺎين ﻋﴩ‬
‫‪E. Use your root recognition skills and knowledge D. In addition to the meaning, Hans Wehr can‬‬
‫‪of how to use the Hans Wehr and translate the‬‬
‫‪tell you how a word is pronounced by giving‬‬
‫‪following news headlines.‬‬
‫‪you the word form in transliteration. Find the‬‬
‫‪meaning and the plural of the following nouns‬‬
‫‪and write the internal short vowels for both the‬‬
‫‪singular and the plural. Some nouns may have‬‬
‫‪more than one plural form; in that case, write‬‬
‫‪both of them.‬‬
‫اﳌﻌﻨﻰ‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫اﻟﺠﻤﻊ‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫__________‬
‫‪ .٢‬ﺣﺼــﻮل اﻷﺳــﺘﺎذ‪ /‬ﻃــﻪ ﺣﺴــني ﻋﻤﻴــﺪ ﻛﻠﻴــﺔ‬
‫اﻵداب ﰲ ﺟﺎﻣﻌــﺔ اﻟﻘﺎﻫــﺮة ﻋــﲆ ﺟﺎﺋــﺰة اﻟﺪوﻟــﺔ‬
‫اﻟﺘﻘﺪﻳﺮﻳــﺔ‬
‫‪ .٣‬إﻧﻔــﺎق ﻣﺒﻠــﻎ ‪ ٦٨‬ﻣﻠﻴــﻮن دوﻻر ﰲ ﺣﻔــﻞ‬
‫اﺳــﺘﻘﺒﺎل اﻟﺮﺋﻴــﺲ ﺗﺮاﻣــﺐ ﰲ اﻟﺴــﻌﻮدﻳﺔ‬
‫‪ .٤‬ﺗﻔﺠــري إرﻫــﺎيب ﻳﺴــﺘﻬﺪف ﺣﻔــﻞ اﳌﻐﻨﻴــﺔ ”آرﻳﺎﻧﺎ‬
‫ﺟﺮاﻧﺪي“ ﰲ ﻣﺎﻧﺸﺴــﱰ‬
‫‪ .٥‬ﻧﻔــﺎذ ﻓﺴــﺘﺎن ”إﻳﻔﻨــﻜﺎ ﺗﺮاﻣــﺐ“ ﻣــﻦ اﻷﺳــﻮاق‬
‫ﻗﺒــﻞ زﻳﺎرﺗﻬــﺎ ﻟﻠﺴــﻌﻮدﻳﺔ‬
‫‪ .٦‬ارﺗﻔــﺎع ﺳــﻌﺮ اﻟﺬﻫــﺐ ﻣــﻦ ‪ ١٠‬دوﻻرا ً إﱃ ‪١٥‬‬
‫دوﻻرا ً ﻟﻠﺠــﺮام‬
‫‪ .٧‬أردوﻏــﺎن ﻳُﻘَـــ ﱢﺮر إرﺳــﺎل ﻗــﻮات ﻣــﻦ اﻟﺠﻴــﺶ‬
‫اﻟــﱰيك إﱃ ﻗﻄــﺮ ﻟﺤامﻳــﺔ اﻟﻌﺎﺋﻠــﺔ اﳌﻠﻜﻴــﺔ‬
‫‪l‬‬
‫‪el‬‬
‫اﻻﺳﻢ‬
‫ﺣﻠﻢ‬
‫ﺧﱪ‬
‫ﺧﺒري‬
‫رﺳﻢ‬
‫وﺳﺎم‬
‫ﺷﻴﻤﺔ‬
‫ﻋﺠﻴﺒﺔ‬
‫ﻋﻘﺪة‬
‫ﻋﺎﻣﻞ‬
‫ﻟنب‬
‫ﻣﻠﺒﺲ‬
‫ﻣﻨﺰل‬
‫وﺣﺶ‬
‫وﺿﻊ‬
‫ﻗﻮس‬
‫‪iv‬‬
‫!‬
‫‪k‬‬
‫‪PY ce‬‬
‫‪O n‬‬
‫‪C a‬‬
‫‪N‬‬
‫‪T‬‬
‫& ‪O‬‬
‫‪N ar‬‬
‫‪O h‬‬
‫‪D Go‬‬
‫©‬
‫‪ .١‬ﻃــﻼق زوﺟــﺔ ﺑﻌــﺪ ﻣﺮاﺳــﻢ اﻟــﺰواج ﺑﺴــﺒﺐ‬
‫ﺻــﻮرة ﻓﻮﺗﻮﻏﺮاﻓﻴــﺔ اﻟﺘﻘﻄﻬــﺎ ﺷــﻘﻴﻖ اﻟﻌــﺮوس‬
‫‪8‬‬
١٢
Broken Plurals - ‫ ﺟﻤﻊ اﻟﺘﻜﺴري‬.‫ج‬
In English, we form noun plurals in two basic ways. The simplest is to add -s to the noun: houses, books,
etc. We could call this an external plural because we add something to the outside of the word, or a
sound plural because we leave the original word intact (safe and sound).
iv
!
k
PY ce
O n
C a
N
T
O &
N ar
O h
D Go
©
To form the second kind of plural, we change the inside of the word in some way: “mouse” becomes
“mice”, “tooth” becomes “teeth”, etc. Because we change the inside of the word, we could call this an
internal plural or a broken plural (since we break the word up in a sense).
Arabic nouns (and adjectives) have both of these kinds of plurals. In this part, we want to concentrate on the broken (or internal) plural. The broken plural comes in many varieties so that, to the
beginner, at least, it may seem bewildering. However, there are many common patterns, so that if one
acquires a sense of these, with time one can develop almost a sixth sense of how to form the plural of a
particular word.
Take the word for “pen”, ‫ﻗَﻠَــﻢ‬. To form the plural, we prefix a hamzat (on an ’alif seat), which takes
fatḥat as its short vowel (َ ‫)أ‬, to the entire word, change the fatḥat on ‫ ق‬in the singular to sukūn, and change
the fatḥat on ‫ ل‬to an ’alif. The result is ‫أَﻗْــﻼم‬. The pattern of this plural is ‫أَﻓْﻌــﺎل‬. The same pattern can be
ِ (“friend”) and ‫“( ﺳــﻮق‬market”): ‫ أَ ْﺻﺤــﺎب‬and ‫أَ ْﺳــﻮاق‬.
found in the plurals of ‫ﺻﺎﺣــﺐ‬
The plural of ‫ـني‬
ْ ‫“( َﻋـ‬eye”) is ‫ ُﻋﻴــﻮن‬. The pattern of this plural is ‫ﻓُﻌــﻮل‬. Other nouns with this pattern
are ‫“( ﺑَ ْﻴــﺖ‬house”), ‫ـﻒ‬
ّ ‫“( َﺻـ‬class”) and ‫“( ﻓ َْﺼــﻞ‬season”): ‫ﺑﻴــﻮت‬, ‫ ُﺻﻔــﻮف‬and ‫ﻓُﺼــﻮل‬.
In the vocabulary for a new lesson, if a new noun (or adjective) has a broken plural, we will always
state it for you explicitly. If you are memorizing vocabulary with flash cards, it would be a good idea to
group those nouns (or adjectives) with the same broken plural together in the same pile.
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9
‫اﻟﻔﺼﻞ اﻟﺜﺎين ﻋﴩ‬
When an adjective describes a plurality of human beings, the adjective also takes the plural form.
However, if an adjective describes a non-human plural (animals, things or ideas), it must always take
the feminine singular form.
Look at the examples.
Singular
iv
!
k
PY ce
O n
C a
N
T
O &
N ar
O h
D Go
©
Plural
‫ﻃ ُّﻼب ُﺟ ُﺪد‬
‫ﻃﺎﻟﺒﺎت ﺟﺪﻳﺪات‬
‫ﺳﻴﺎرات ﺟﺪﻳﺪة‬
‫ﻃﺎﻟﺐ ﺟﺪﻳﺪ‬
‫ﻃﺎﻟﺒﺔ ﺟﺪﻳﺪة‬
‫ﺳﻴﺎرة ﺟﺪﻳﺪة‬
As you read Arabic texts, note the common plural patterns of nouns (and certain adjectives). It is
worth making the extra effort in the beginning to memorize these plurals, as it will pay off as you advance in the language.
B. Underline all the broken plural nouns A. In the table below, you are provided with both the sinin the passage below.
gular forms of the nouns and their plural patterns. Can
you provide the plural forms? See the example in the
first row.
‫ﺗﻮﺟــﺪ ﰲ اﳌﺪﻳﻨــﺔ اﻟﺘــﻲ أﺳــﻜﻦ ﻓﻴﻬــﺎ‬
‫ وﻫــﺬه اﻟﺒﻴــﻮت‬.‫ﺑﻴــﻮت ﺟﻤﻴﻠــﺔ وﻗﺪميــﺔ‬
‫ ﺷــﻮارع‬.‫ﺗﺘﻜــﻮن ﻣــﻦ ﻃﻮاﺑــﻖ ﻛﺜــرية‬
(not) ‫اﳌﺪﻳﻨــﺔ ﻧﻈﻴﻔــﺔ وواﺳــﻌﺔ وﻟﻴــﺲ‬
‫ ﱄ أﺻﺪﻗــﺎء ﻛﺜــريون‬.‫ﺑﻬــﺎ ﺳــﻴﺎرات ﻛﺜــرية‬
ً‫ﻳﺴــﻜﻨﻮن ﰲ ﻧﻔــﺲ اﳌﺪﻳﻨــﺔ وﻫــﻢ أﻳﻀــﺎ‬
.‫ﻃــﻼبﻳﺪرﺳــﻮنﻣﻌــﻲﰲﻧﻔــﺲاﻟﺠﺎﻣﻌــﺔ‬
‫اﻟ َﻮزْن‬
‫ﻓُ ُﻌﻮل‬
‫أَﻓْ ِﻌﻼَء‬
‫ﻓُ ُﻌﻞ‬
‫ﻓُ َﻌﻼَء‬
‫أَﻓْ ُﻌﻞ‬
‫َﻣﻔَﺎ ِﻋﻞ‬
‫ﻓَ َﻌﺎﺋِﻞ‬
‫أَﻓْ َﻌﺎل‬
‫ﻓَ َﻮا ِﻋﻞ‬
‫ﻓُ ﱠﻌﺎل‬
‫ِﻓ َﻌﺎل‬
‫ﰲ أﺷــﻬﺮ اﻟﺼﻴــﻒ أﻧــﺎ وأﺻﺪﻗــﺎيئ ﻧﺬﻫــﺐ‬
‫ﻟﻠﺤﺪاﺋــﻖ اﻟﻌﺎﻣــﺔ وﻧﻠﻌــﺐ ﻛــﺮة اﻟﻘــﺪم أو‬
.‫ﻛــﺮة اﻟﺴــﻠﺔ‬
C. Change the underlined singular
nouns to plurals and make the
necessary
changes.
.١
.٢
.٣
.٤
.٥
.٦
.٧
.٨
.٩
‫اﳌ ُ ْﻔ َﺮد‬
house ‫ﺑﻴﺖ‬
friend ‫ﺻﺪﻳﻖ‬
‫ﻛﺘﺎب‬
president ‫رﺋﻴﺲ‬
month ‫ﺷﻬﺮ‬
office ‫ﻣﻜﺘﺐ‬
garden ‫ﺣﺪﻳﻘﺔ‬
role ‫دور‬
floor ‫ﻃﺎﺑﻖ‬
‫ﻃﺎﻟﺐ‬
dog ‫ﻛﻠﺐ‬
el
l
.‫ﰲ ﻫﺬا اﻟﺸﺎرع ﺑﻴﺖ ﻗﺪﻳﻢ وﺟﻤﻴﻞ‬
.ً‫اﺷﱰﻳﺖ ﻛﺘﺎﺑﺎً ﺟﺪﻳﺪا ً وﻗﻠامً ﻓﺮﻧﺴﻴﺎ‬
.‫ﱄ ﺻﺪﻳﻖ ﻛﻨﺪي‬
.‫رﺋﻴﺲ أﻣﺮﻳﻜﺎ ﻣﺸﻬﻮر‬
.‫ﻣﻜﺘﺐ اﻟﺠﺎﻣﻌﺔ ﺻﻐري‬
.‫ﻃﺎﻟﺐ اﻟﺠﺎﻣﻌﺔ درس ﰲ اﳌﻜﺘﺒﺔ‬
.‫اﻟﻄﻘﺲ ﰲ ﻫﺬا اﻟﺸﻬﺮ ﺑﺎرد‬
.‫اﻟﺤﺪﻳﻘﺔ اﻟﻌﺎﻣﺔ ﺟﻤﻴﻠﺔ وﻧﻈﻴﻔﺔ‬
.‫اﻟﻜﻠﺐ ﴍب اﳌﺎء‬
‫اﻟ َﺠ ْﻤﻊ‬
‫ﺑﻴﻮت‬
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
10
١٢
Case Endings - ‫اﻟﻀﺒﻂ‬
.‫د‬
It is time to learn a little about what are called case endings. Case endings, in formal Arabic, are endings
added to nouns (and to the adjectives that describe them) to clarify their role in a sentence. But before
we go into that we need to review the use of short vowels.
iv
!
k
PY ce
O n
C a
N
T
O &
N ar
O h
D Go
©
Arabic has six of them: َ‫ــ‬, ً‫ــ‬, ِ‫ــ‬, ٍ‫ــ‬, ُ‫ــ‬, and ٌ‫ــ‬. Notice that they come in pairs, each pair with a single and
a double vowel. The last vowel, the double ‫( ﺿَ ّﻤﺔ‬ḍammat), can be written as a double ‫ﺿَ ّﻤﺔ‬, but is usually
written as a ‫ ﺿَ ّﻤــﺔ‬with a little hook on the end, as illustrated above. The double symbol represents the
sound of the corresponding single symbol with an n sound pronounced after the vowel. In addition,
the double ‫( ﻓَﺘْﺤﺔ‬fatḥat) is usually written on top of ‫’( ا‬alif) unless the case-bearing word ends in ‫( ـﺔ‬very
common), ‫ـﺎء‬, or ‫( ـﺄ‬much less common). Here are examples of how we write the double fatḥat according
to the rules just stated:
ً‫َوﻟَﺪا ً ﻛِﺘﺎﺑﺎً ﻛُﺮ ًة ﺳﻨ ًﺔ ﺳام ًء ﻣﺴﺎ ًء ﺧﻄﺄ‬
In addition, whenever the single or double ِ‫( ــ‬kasra ) is written after ‫( ـ ّـ‬shadda ), it is not usually writt
t
ten under the consonant in the usual way, but above the consonant, below the shaddat. It is easy to be
confused and think that this is a fatḥat, but it is not. Examples:
‫ُﻣ َﻤ ﱢﺮﺿﺔ ُﻣﻔ ﱢَﴪ ﻳُ َﺴ ﱢﺠﻞ‬
‫ُﻣ َﻌﻠﱢﻢ ﻳُ َ ﱢﱪر‬
In ordinary Arabic writing, outside of children’s readers, the Qur’ān, and the Bible, these vowel
markings appear very seldom. The only written reminder of their existence is the ’alif written under
the double fatḥat, which is always written even when fatḥats are not. Thus, the first set of words above
normally look like this:
‫وﻟﺪا ﻛﺘﺎﺑﺎ ﻛﺮة ﺳﻨﺔ ﺳامء ﻣﺴﺎء ﺧﻄﺄ‬
Well and good, but why the extra n sound and the double symbols in the first place? Why six symbols instead of three? The answer is that in Arabic the single symbols, i.e., the sounds -a, -i, and -u, are
used after definite nouns, whereas the double symbols, or in other words, the sounds -an, -in, and -un,
are used after indefinite nouns. A definite noun is one that has one of the following mutually exclusive
features:
a.
It is preceded by the prefix ‫اﻟـ‬,
b. It is followed by another noun in an ‫ إﺿﺎﻓﺔ‬relationship.
c.
It is followed by a possessive suffix*
*Before the suffix ‫“( ـﻲ‬my”) the short vowel disappears altogether: ‫ﻛﺘﺎيب‬.
Here are some examples of nouns that can be followed only by a single short vowel symbol because
they fulfill one of the three conditions above:
‫ﻛﺘﺎب اﻟﻄﺎﻟﺒﺔ ﻛﺮ ُة اﻟﻘﺪم ﻛﺘﺎﺑُﻚ أ ﱡﻣﻪ‬
(‫اﻟﻜﺘﺎب اﻟﺤﻤ ُﺪ )ﻟﻠﻪ‬
ُ
ُ
el
In almost all conditions other than the three mentioned above, the case-bearing word is followed by
a double short vowel symbol, if only in fully vowelled writing, and the endings are pronounced -an,
-in, or -un.
l
Why then have we not been pronouncing these all along right from the beginning of the book? It so
happens that in colloquial Arabic most of these endings are no longer used, so that, in Modern Standard
Arabic as well, when Arabs use anything but the most formal language, they tend to leave them out,
except for the -an ending (ً ‫)ـﺎ‬, which tends to be pronounced all the time and even, at times, in colloquial
Arabic, as in such common expressions as ً ‫“( ﺷــﻜﺮا‬thank you”) and ً ‫“( ﻋﻔــﻮا‬you’re welcome”).
11
‫اﻟﻔﺼﻞ اﻟﺜﺎين ﻋﴩ‬
However, if you go to read the Bible or the Qur’ān or study classical Arabic or read classical poetry,
you need to have some knowledge of the use of these endings.
iv
!
k
PY ce
O n
C a
N
T
O &
N ar
O h
D Go
©
Having talked about how to choose between a double symbol and a single one, or, in speech, correspondingly, between a plain short vowel and a short vowel followed by an n sound, we are still left
with the question of when to use which of the short vowels and where. That is where the cases come
into play.
The following remarks pertain to case-bearing words in the singular only; we will deal with plurals
after that.
There are three cases in Arabic. Each is associated with a particular vowel sound. This means that a
noun that plays a certain role in the Arabic sentence (and any agreeing adjectives) will take one of these
endings. (We will explain what that role is shortly.) The cases have both Arabic and English names, but
the English names come from Latin grammar, and it is rather hard to fit Arabic grammar into a Latin
mould. The differences between the languages are too great. For that reason, it seems preferable to use
the Arabic terms. However, we need to know the English names as well because most of the reference
works used in the West use these.
The vowel endings ُ‫( ــ‬-u) and ٌ‫( ــ‬-un) are associated with the nominative case.
In Arabic, when we add -u or -un to a case-bearing word, this change to its form is referred to as
‫اﻟ ﱠﺮﻓْــﻊ‬, and the word with this ending is said to be ‫( َﻣ ْﺮﻓــﻮع‬notice that these two words contain the same
root).
The vowel endings َ‫( ــ‬-a) and ً‫ ــ‬or ً ‫( ا‬-an) are associated with the accusative case.
A case-bearing word in the accusative case is said to be ‫ َﻣ ْﻨﺼــﻮب‬, and the act of adding one of these
two particular vowel endings to the word is known as ‫ﺼــﺐ‬
ْ ‫اﻟ ﱠﻨ‬.
The vowel endings ِ‫( ـ‬-i) and ٍ‫( ـــ‬-in) are associated with the genitive case. A case-bearing word with
one of these endings is said to be ‫ﺠﺮور‬
ْ ‫ َﻣ‬, and the act of adding this ending to the word is known as ‫اﻟ َﺠ ّﺮ‬.
From now on, for the sake of convenience, we will use the terms nominative, accusative, and
genitive.
A. Now have a look at the following sentences and try to figure out, judging from the vowel endings,
what case the noun ‫ ﺟﺎﺳــﻮس‬takes in each sentence.
The spy is handsome.
This man is a spy.
There is a spy in my bed!
My professor is not a spy.
She loves the spy passionately.
She met the spy last Friday.
There is poison in the spy’s soup.
Forgive me, spy, for I have poisoned your soup.
12
l
As for the spy, he loves her sometimes.
el
My grandfather was a spy.
.‫اﻟﺠﺎﺳﻮس وﺳﻴﻢ‬
.٢
ُ
.‫ﺟﺎﺳﻮس‬
‫ ﻫﺬا اﻟﺮﺟﻞ‬.٣
ٌ
!‫ﺟﺎﺳﻮس‬
‫ ﰲ ﴎﻳﺮي‬.٤
ٌ
.ً‫ ﻟﻴﺲ أﺳﺘﺎذي ﺟﺎﺳﻮﺳﺎ‬.٥
.ً‫ ﻛﺎن ﺟ ّﺪي ﺟﺎﺳﻮﺳﺎ‬.٦
.ً ‫اﻟﺠﺎﺳﻮس ﺣ ّﺒﺎً ﺷﺪﻳﺪا‬
‫ﺗﺤﺐ‬
.٧
َ
ّ
.ً‫اﻟﺠﺎﺳﻮس ﻓﻴﺤ ّﺒﻬﺎ أﺣﻴﺎﻧﺎ‬
‫ أ ّﻣﺎ‬.٨
ُ
ِ
.‫اﻟﺠﺎﺳﻮس ﻳﻮم اﻟﺠﻤﻌﺔ اﳌﺎﴈ‬
‫ ﺗﻌ ّﺮﻓﺖ ﻋﲆ‬.٩
ِ
.‫اﻟﺠﺎﺳﻮس ﺳ ﱞﻢ‬
‫ ﰲ ﺷﻮرﺑﺔ‬.١٠
.‫ﺳﻤﻤﺖ ﺷﻮرﺑﺘﻚ‬
‫ﻓﺈين‬
ّ ،‫ﺟﺎﺳﻮس‬
‫ ﻳﺎ‬،ً ‫ ﻋﻔﻮا‬.١١
ُ
ُ
‫‪١٢‬‬
‫‪B. Complete the following chart. Keep definite words definite and indefinite words‬‬
‫!‪indefinite. Write all case ending vowels‬‬
‫‪iv‬‬
‫!‬
‫‪k‬‬
‫‪PY ce‬‬
‫‪O n‬‬
‫‪C a‬‬
‫‪N‬‬
‫‪T‬‬
‫& ‪O‬‬
‫‪N ar‬‬
‫‪O h‬‬
‫‪D Go‬‬
‫©‬
‫اﻟﻜﻠﻤﺔ‬
‫اﻟﻮﻟﺪ‬
‫وﻟﺪ‬
‫ﺑﻴﺖ‬
‫اﻟﺸﻬﺮ‬
‫اﻟﻮاﻟﺪة‬
‫ﺳﻴﺎرة‬
‫ﻣﴫي‬
‫ﻛﺒري‬
‫ﻓﻠﺴﻄﻴﻨﻲ‬
‫اﻟﻔﺮﻧﴘ‬
‫ﺳامء‬
‫ﺑﺎب‬
‫اﳌﺮﻓﻮع‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫اﳌﻨﺼﻮب‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫اﳌﺠﺮور‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫____________‬
‫‪C. Listen to the recording and vowel the underlined words in the sentences below‬‬
‫‪accordingly.‬‬
‫‪l‬‬
‫‪el‬‬
‫‪ .١‬اﻟﺸﻘﺔ ﻳﻮﺟﺪ ﺑﻬﺎ ﺛﻼث ﻏﺮف وﻣﻄﺒﺦ وﺣامم وﺻﺎﻟﺔ‪.‬‬
‫‪ .٢‬اﻟﺸﻘﺔ ﰲ اﻟﻄﺎﺑﻖ اﻟﺨﺎﻣﺲ‪.‬‬
‫‪ .٣‬ﻋﲆ اﻟﺸﺎرع اﻟﺮﺋﻴﴘ ﺑﻠﻜﻮﻧﺔ ﺻﻐرية‪.‬‬
‫‪ .٤‬ﻫﻞ ميﻜﻦ أن أزور اﻟﺸﻘﺔ؟‬
‫‪ .٥‬ﻳﻮﺟﺪ ﻣﺼﻌﺪ ﰲ اﻟﺒﻨﺎﻳﺔ‪.‬‬
‫‪ .٦‬أرﻳﺪ أن أﺳﺘﻌﻠﻢ ﻋﻦ ﺑﻌﺾ اﻷﺷﻴﺎء‪.‬‬
‫‪ .٧‬اﻟﺸﻘﺔ ﰲ أي ﻃﺎﺑﻖ؟‬
‫‪ .٨‬ﻻ ﻳﻮﺟﺪ ﻣﻜﻴﻒ ﰲ اﻟﻐﺮﻓﺔ‪.‬‬
‫‪ .٩‬ﻳﻮﺟﺪ ﰲ اﻟﺸﻘﺔ ﴎﻳﺮ وﻣﻜﺘﺐ ودوﻻب ﻟﻠﻤﻼﺑﺲ‪.‬‬
‫‪ .١٠‬ﻋﻨﺪي ﺳﺆال أﺧري‪.‬‬
‫‪ .١١‬أﻧﺎ ﻧﺒﺎﺗﻴﺔ‪.‬‬
‫‪ .١٢‬ﻫﻞ ﻳﻮﺟﺪ ﺣﻴﻮاﻧﺎت ﰲ اﻟﺒﻴﺖ؟‬
‫‪ .١٣‬ﻫﻞ ﺗﺄﻛﻠني اﻟﻠﺤﻢ؟‬
‫‪13‬‬
‫‪iv‬‬
‫!‬
‫‪k‬‬
‫‪PY ce‬‬
‫‪O n‬‬
‫‪C a‬‬
‫‪N‬‬
‫‪T‬‬
‫& ‪O‬‬
‫‪N ar‬‬
‫‪O h‬‬
‫‪D Go‬‬
‫©‬
‫اﻟﻔﺼﻞ اﻟﺜﺎين ﻋﴩ‬
‫‪D. Play the role of a newscaster and recite the passage below as accurately vowelled but as naturally‬‬
‫‪, as the‬ـﺔ ‪as possible. Pay attention to which syllable is stressed, particularly for words ending in‬‬
‫‪emphasis shifts when case endings are pronounced.‬‬
‫‪l‬‬
‫‪el‬‬
‫ـﺾ اﻷﺑﻨــﺎ ِء ﻳﻌﻴﺸــﻮ َن ﰲ ﺑﻴـ ِ‬
‫ـﺖ اﻵﺑــﺎ ِء ﺑﻌـ َﺪ اﻟــﺰوا ِج‪ .‬ﻓﺎﻟﻮاﻟـ ُﺪ واﻟﻮاﻟــﺪ ُة واﻷﺑﻨــﺎ ُء‬
‫ﰲ اﻷﴎ ِة اﻟﻌﺮﺑﻴـ ِﺔ ﺑﻌـ ُ‬
‫ـﺲ اﻟﺒﻴـ ِ‬
‫واﻷﺣﻔــﺎ ُد ﻳﻌﻴﺸــﻮ َن ﰲ ﻧﻔـ ِ‬
‫ـﺖ‪.‬‬
‫ـﺶ ﰲ ﺑﻴـ ٍ‬
‫ـﺖ ﺻﻐـريٍ ﻳﺘﻜــﻮ ُن ﻣــﻦ‬
‫ﻣﺜــﻼ ً أﴎ ُة اﻷﺳــﺘﺎ ِذ ﺳــﻌﻴﺪ زﻳــﺪ أﴎ ٌة ميﻨﻴـ ٌﺔ ﻣــﻦ ﻣﺪﻳﻨـ ِﺔ ﺻﻨﻌــﺎء ﺗﻌﻴـ ُ‬
‫ـﺖ ﺛــﻼثُ ﻏـ ٍ‬
‫ﻃﺎﺑــﻖ ٍ واﺣـ ٍـﺪ‪ .‬ﻳﻮﺟـ ُﺪ ﰲ اﻟﺒﻴـ ِ‬
‫ـﺮف وﻣﻄﺒـ ٌﺦ وﺣــام ٌم‪ .‬ﺑﺎﻹﺿﺎﻓـ ِﺔ إﱃ زوﺟـ ِﺔ اﻷﺳــﺘﺎ ِذ ﺳــﻌﻴﺪ‪،‬‬
‫ـﺶ اﻷﺑﻨــﺎ ُء ﰲ ﺑﻴـ ِ‬
‫ـﺲ اﻟﺒﻴـ ِ‬
‫ﺗﺴــﻜ ُﻦ اﺑﻨﺘُــﻪ وزو ُﺟﻬــﺎ وأوﻻ ُدﻫــﺎ اﻷرﺑﻌــﺔ ُ ﰲ ﻧﻔـ ِ‬
‫ـﺖ اﻵﺑــﺎ ِء‬
‫ـﺖ‪ .‬ﻋﻤﻮﻣـﺎً ﻳﻌﻴـ ُ‬
‫ﺣﺘــﻰ ﻳﺘﺰوﺟــﻮا أو ﻳﻨﺘﻘﻠــﻮا ﳌﻨﻄﻘـ ٍﺔ أﺧــﺮى ﻟﻠﺪراﺳــﺔ ِأو ﻟﻠﻌﻤــﻞِ ‪.‬‬
‫ـﺒﺐ اﻟﺪراﺳـ ِﺔ‪ .‬وأﺣﻴﺎﻧـﺎً اﻟﻌـ ُﻢ واﻟﺨـ ُ‬
‫ـﺎل واﺑـ ُﻦ‬
‫ﻓﻤﺜـﻼً اﺑـ ُﻦ اﻷﺳــﺘﺎ ِذ ﺳــﻌﻴﺪ ﻳﺴــﻜ ُﻦ ﰲ ﻣﺪﻳﻨـ ِﺔ ﻋــﺪن ﺑﺴـ ِ‬
‫اﻟﻌـ ِـﻢ واﺑـ ُﻦ اﻟﺨــﺎ ِل وزوﺟﺎﺗ ُﻬــﻢ وأوﻻ ُدﻫــﻢ ﻳﺴــﻜﻨﻮ َن ﰲ ﻧﻔـ ِ‬
‫ـﺲ اﳌﻨﻄﻘـ ِﺔ ﻟﻴﻜﻮﻧــﻮا ﻋﺎﺋﻠـ ًﺔ ﻛﺒــري ًة ﺗﺸـ ُ‬
‫ـﱰك‬
‫ـﺖ اﻷﺳــﺘﺎ ِذ ﺳــﻌﻴﺪ وأﻓ ـﺮاد أﴎﺗِﻬــﺎ ﻳﺴــﻜﻨﻮ َن ﰲ ﻧﻔـ ِ‬
‫ـﺲ اﻟﺸــﺎر ِع‬
‫ﰲ اﻟﺤﻴــﺎ ِة اﻻﺟﺘامﻋﻴ ـ ِﺔ ﻓﻤﺜ ـﻼً أﺧـ ُ‬
‫وﻳــﺰورو َن أﴎ َة أﺧﻴﻬــﺎ ﰲ ﻧﻬﺎﻳـ ِﺔ ﻛﻞِ أﺳــﺒﻮ ٍع وﰲ اﻷﻋﻴــﺎ ِد واﻷﻓـﺮا ِح‪.‬‬
‫‪14‬‬