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anistuuna Egyptian Colloquial Naahid awni t (Nawny @ aucegypt.edu)
anistuuna Egyptian Colloquial Naahid awni t (Nawny @ aucegypt.edu)

anistuuna

anistuuna Egyptian Colloquial Naahid awni t (Nawny @ aucegypt.edu)

Egyptian Colloquial

anistuuna Egyptian Colloquial Naahid awni t (Nawny @ aucegypt.edu)

Naahid

awni

t
t

(Nawny @ aucegypt.edu)

anistuuna Egyptian Colloquial Naahid awni t (Nawny @ aucegypt.edu)
Designer Dr. Ahmad pfiifi
Designer Dr. Ahmad pfiifi

Designer

Designer Dr. Ahmad pfiifi

Dr. Ahmad pfiifi

A writer's prayer

God, I have knowledge, So will you show me now How to use it wisely And find a way somehow

To make the world I live in A little better place And make life with its problems A bit easier to face

Grant me faith and courage And put purpose in my days And show me how to serve Thee In the most effective ways

So all my education, My knowledge and my skill, May find their true fulfillment As I learn to do Thy Will

And may I ever be aware In everything I do That knowledge come from learning And wisdom comes from you.

Anonymous

Acknowledgements

I would like to express my deepest gratitude to all who encouraged me throughout the completion of this book.

who encouraged me throughout the completion of this book. supported and I would like to express

supported and

I would like to express my deepest appreciation to Dr. El SaidBadawi, chairman and director of the Arabic Language Institute (ALI) at the American University for his supportive guidance, valuable remarks and great assistance. Thank you.

I would like to sincerely thank Dr. David Wilmsen, director of the Arabic Language Division (ALD) in the Center for Adults and Continuing Education (CACE) at the American University, for his wise comments and valuable remarks. Thank you.

I owe a special debt and gratitude to Dr. Richard Cahill, director of the Middle East Studies Program (MESP), for his worthy advice, support and great help. Thank you.

Special thanks and gratitude

owed to my dear friend Mohamed Eid for his

guided me in writing this

insightful comments and constructive criticism which

book.

Thank you.

Due thanks

are conveyed to Dalia Samir for her forbearance and generosity

in time and effort in writing down the book.

Thank you.

My warmest gratitude and appreciation go to the members of my family especially my brother Mamdouh, my daughter Noha and my son in law Mohamed who spared no effort, and supported me with inexhaustible patience and indispensable inspiration which helped me pass this book into light. Thank you.

Last, but not least. many thanks go to my dear students, at the American University (AUC) and the Middle East Studies Program (MESP), who were the subjects upon whom I exercised and experienced this book. Their remarks and feedback were greatly useful and beneficial. Thank you.

INTRODUCTION Arabic is one of the major languages in the world. It is widely spread

INTRODUCTION

Arabic is one of the major languages in the world. It is widely spread on two

continents.

population of about 120 millions which places it among the top ten tongues of

the planet in regard to the number of speakers.

It is the official language of about 22 countries with a total

Arabic belongs to the Semitic family of languages and the term Arabic is used to describe two different classes or forms of the same language.

The first is jGHa or the 'pure' language, and it involves two levels, the Classical Arabic which is the language of the 'Kur'aan' the holy book of Islam, and the Modem Standard Arabic or the Modem Literary Arabic.

The

and

second 1.s the

or the Modem Literary Arabic. The and second 1.s the ?m~\~~a . which is the colloquial
?m~\~~a .
?m~\~~a
.

which is the colloquial or the common language,

it is of three levels. the Educated Spoken Arabic, the Enlightened Spoken

Arabic, and the Illiterate Spoken Arabic.

The main object of this book is to introduce the Educated Spoken Arabic or Language which takes the two features of both fuSHa and ^amrniyya and which

is

of Egypt which aims to provide easy access

educated of Cairo and Alexandria, learn in the house and use in

particularly the everyday life.

kind of reduced fuSHa and standardized colloquial. It is the spoken Arabic

a

to the Arabic which Egyptians,

Thus this course is based on a functional approach yet the essential rules of

grammar,

The main emphasis though will be on conversational pieces with vocabulary expressions and some idiomatic formulas that are commonly used in everyday life. In other words, the language itself will be presented not theories about it.

which only without which communication may fail, will be provided.

The main concern is to ensure that learners can speak and understand the language in the shortest time available and in the simplest way possible. In short, the focus will be on fluency rather than accuracy. The explanation, rules, and instructions are also provided in English to ensure full understanding. Also a good amount of drills & exercises are provided to guarantee reinforcement.

This book consists of:

This book consists of: First: Preliminary stage involving 4 stages. S e c o n d

First:

Preliminary stage involving 4 stages.

Second:

Two units, each unit consists of 5 lessons one of which is a review for the 4 previous lessons.

Third:

Appendices A, B, C

Fourth:

Glossary

Fifth:

Useful vocabulary for survi~alArabic

The preliminary stage consists of the very basic rules that any beginner should be familiarized with, as an introductory stage that is essential to Arabic language learning. This section is sequenced according to students' level. The teacher begins with stage 1 if the students ha\-e no idea about the Arabic language script. The teacher may move to stage 2 if the students know the Alphabets well but do not know how to read or wnte. The teacher may, as well, move directly to stage

3 if the students know the basic rules of the Arabic script and can fairly read or write. Stage 4 is a continuum of stage 3.

Each lesson begins with a picture, which illustrates the main objective of the lesson.

In order to help students develop the language as fast as possible and to acquire

native like pronunciation and intonation, a tape is also provided together with flashcards to challenge the students and enhance their listening comprehension. Reading comprehension and creating conversational skits are also reinforced.

As the colloquial is basically the spoken language, listening and speaking are the two skills of the language that are intensively emphasized. Reading and writing are only used as a guide for students on learning the language and implementing their assignments.

Some appendices are also added at the end for further instruction.

A Glossary is also provided.

A group of useful vocabulary words, which non-native speakers may need, to

survive with Arabic at the very beginning.

Table Of Contents

Page

I.

Introduction

\&+L

\&+L

II.

Table of contents

+a
+a

111. Preliminary stages

I

JÈ\
JÈ\

Stage 1

Alphabets & numbers

1

Stage 2

Consonants & vwels

V

Stage 3

Masculine & feminine

11

Stage 4

Sentences & phrases

1V

IV. Unit one

Lesson 1

Dialogue: Pleased to meet you.

Nationalities

Occupations

Verbs:

present /present continuous

Lesson 2

Dialogue: Sorry I am late.

Time & place expressions The clock

Verbs:

present /present continuous

2 Dialogue: Sorry I am late. Time & place expressions The clock Verbs: present /present continuous
2 Dialogue: Sorry I am late. Time & place expressions The clock Verbs: present /present continuous

f

56 &A
56 &A
2 Dialogue: Sorry I am late. Time & place expressions The clock Verbs: present /present continuous
Lesson 3 Dialogue: Doyou have fresh eggs? %j& Singulars, duals & plurals Plurals with numbers

Lesson 3

Dialogue: Doyou have fresh eggs? %j& Singulars, duals & plurals Plurals with numbers

Verbs:

present /present continuous

&I du
&I du

Lesson 4

Verbs: present /present con tin u ous &I du Lesson 4 Adjectives and Colors The weather

Adjectives and Colors The weather The participles

Lesson 5

Review

V. Unit Two

Lesson 6

Dialogue: I want to get a ticket

The verb:

Present tense

Exercises

Proverbs

Lesson 7

Dialogue:

Clean theflat well

The verb:

Imperative tense

Exercises

Proverbs

Lesson 8

Imperative tense Exercises Proverbs Lesson 8   e 0 Dialogue: The verb: 4 I have a
Imperative tense Exercises Proverbs Lesson 8   e 0 Dialogue: The verb: 4 I have a
Imperative tense Exercises Proverbs Lesson 8   e 0 Dialogue: The verb: 4 I have a
Imperative tense Exercises Proverbs Lesson 8   e 0 Dialogue: The verb: 4 I have a
Imperative tense Exercises Proverbs Lesson 8   e 0 Dialogue: The verb: 4 I have a
 

e

0

Dialogue:

The verb:

4
4

I have a stomach ache doctor s.3 Continuous &future tense

Ak

Proverbs

VII

Lesson 9 A f Dialogue: How did you spend your holiday? T& gjbv\4-(
Lesson 9
A
f
Dialogue: How did you spend your holiday? T&
gjbv\4-(

The verb:

Past tense

Exercises

Proverbs

Lesson 10

Review

VI. Appendices

Appendix A

List of verbs

Appendix B

Different kinds of pronouns

Appendix C

Possessive pronouns

VII.

Glossary

VIII.

Survival Arabic

Appendix B Different kinds of pronouns Appendix C Possessive pronouns VII. Glossary VIII . Survival Arabic
Preliminary Stage

Preliminary Stage

-uwl& I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa

-uwl& I!-

-uwl& I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to
-uwl& I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to

9 &if1

-uwl& I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to
-uwl& I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to

&a-

-uwl& I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to
-uwl& I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to

dl i21y9f

-uwl& I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to

Sounds that Change in ShiftinsÈ_ from FuSHa to tammiya

I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to tammiya
I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to tammiya
is-
is-

^

I!- 9 &if1 &a- dl i21y9f Sounds that Change in Shiftins È_ from FuSHa to tammiya

(glottal stop)

The following t^letiÇtitbe~~neflofçIltbelettenoftheArd>kah)habeLmtrunKterati ia introduced in tb atqp to
The following t^letiÇtitbe~~neflofçIltbelettenoftheArd>kah)habeLmtrunKterati ia introduced in tb atqp to

The following t^letiÇtitbe~~neflofçIltbelettenoftheArd>kah)habeLmtrunKterati

ia introducedintb atqp to help hpronunciation. Thesound oftheletter iaourmain concern.

Name 1~~bi~I Transliteration Guide to Pronunciation Meaning . of letter . FQXBL pronunciation I 64
Name
1~~bi~I
Transliteration
Guide to
Pronunciation
Meaning
.
of letter
. FQXBL
pronunciation
I
64
'alf/hamza
I/&
answer
aid
food
big
bint
giri
table
tasriiHa
dressing table
think
eareara
gossip
thaa'haa'
1
I
-
gid
s"=a
shoes
'
no equivalent
Eafla
Pam'
no eauivalent
xariita
man
1
1
deer
diib
wolf
I
there
6akar
masculine
rest
ma
picnic
zero
zibuun
customer
,
,
semi
I
simm
I
poison
,
I
I
Sunday
Sabuun
-P
I
I
I
I
I 1
Duck
Dahr
1
back
-
I
I
I
Taa'
-
1
I*
Tough
Taaza
fresh
A
T
no equivalent
I
f-
I.
I
I
.ye
no equivalent
1
Aarb
I
7
1
I
1
ww
fool
I
fuul
I
beans
I I come I Qamaus dictionary , , I kettle kitaab 1 1 book 1
I
I
come
I
Qamaus
dictionary
,
,
I
kettle
kitaab
1
1
book
1
1
laam
b
laHma
.
meat
I
J
1
miim
mum
I
raze r
1
m
moon
I
?
noun
never
nimra
number
(Â¥
n
baa'
h
1
wasp
walad
I
I
boy
Note: ' is also called a glottal stop and it should precede all vowels when

Note:

' is also called is also called

a

glottal stop and it should precede all vowels when they occur at the

1 ! beginning of the word. In Arabic it may appear anywhere in the word beginning,

middle or end, or even, doubled.

Example:

*akl

-
-
baypi
baypi

-

badd

-

or end, or even, doubled. Example: *akl - baypi - badd - rn * 8 and

rn

*

or even, doubled. Example: *akl - baypi - badd - rn * 8 and A are
or even, doubled. Example: *akl - baypi - badd - rn * 8 and A are
or even, doubled. Example: *akl - baypi - badd - rn * 8 and A are

8 and A are produced in modern standard Arabic only i-e. FuSHa (&/A).

H,i,c, t,have no equivalent in English (21~).

. H, i, c, t, have no equivalent in English (21~) . . f One dupe

.

f One One

dupe to describe one sound. The idea of combining two letten to describe one

sound does not exist in Arabic. Ex. ch / sh / th (2).

S,does not exist in Arabic. Ex. ch / sh / th (2) . D, T and

D, T and Z have no exact equivalent in ~n~lishbutthey are the emphatic (velarized)

in ~n~lishbut they are the emphatic (velarized) version of the nod s, d, t and z

version of the nod s, d, t and z (d/&h/b) / (&/i.~/b).

the nod s, d, t and z (d/&h/b) / (&/i.~/b). How to produce the non-equivalent sounds

How to produce the non-equivalent sounds

*

How to produce the non-equivalent sounds * * H sounds like a very emphatic h. (just

*

How to produce the non-equivalent sounds * * H sounds like a very emphatic h. (just

H sounds like a very emphatic h. (just imagine you have swallowed a spoonful of the hottest chi imaginable) (0.

cousin (it is always better to exaggerate

x more guttural than its Scotch or German

exaggerate x more guttural than its Scotch or German rather than under emphasize the guttural aspect)

rather than under emphasize the guttural aspect) (^) ex. Van Gogh.

*

emphasize the guttural aspect) (^) ex. Van Gogh. * * (peculiarity of the Semitic language) =

*

(peculiarity of the Semitic language) = to gag. constricting the muscles of the larynx so that the How of air through the throat is choked off (the voiced version of H).

the throat is choked off (the voiced version of H). it is the sound produced when
the throat is choked off (the voiced version of H). it is the sound produced when

it is the sound produced when gargling (similar to the very strongly rolled Parisian r).

How to oroduce the Semi-eauivalent sounds

To produce the glottal stop hawa '('19, a complete closure of the vocal cords is required, produce the glottal stop hawa '('19, a complete closure of the vocal cords is required,

a complete closure of the vocal cords is required, where compression of air is composed then

where compression of air is composed then a sudden blow of the air is produced.

The Q (J) is like the normal K except that it is produced when the Q (J) is like the normal K except that it is produced when the

tongue is very far back

in the throat roof of the mouth.

The r 0) B more rolled than in English. r0)B more rolled than in English.

Thethe mouth. The r 0) B more rolled than in English. The 'a' sound, that is

The 'a' sound, that is used as a vowel, is sometimes velarized due to word context, 'a' sound, that is used as a vowel, is sometimes velarized due to word context, as in:

1(J) u

velarized due to word context, as in: 1 (J) u not rolled as it is in

not rolled as it is

in English.

Arabic

English

faar (mouse)

faas

(axe)

'ann 'and
'ann
'and
Greeting Formulas A. SabaaH iheer Good morning B. SabaaH innuur Good morning A. misaa' ilxeer

Greeting Formulas

A.

SabaaH iheer

SabaaH iheer

Good morning

B.

SabaaH innuur

Good morning

A.

misaa' ilxeer

Good evening

B.

misaa' innuur

Good evening

A.

izzayyak / izzayyik

How are you (m/f)

B.

kwayyis / kwayyisa Wamdu li Ilaah

Good (df) Thanks be to God

A.

tiSbaH(i) tala xeer

tiSbaH(i) tala xeer

Good night (m/f)

B. w inta / inti min ahlu

and you (df)too

ahlan

Hi

ahlan (w sahlan)

Hi (weicome)

ahlan w sahlan ahlan biik / biiki

welcome welcomed by you (df)

sqiida

Hello

saciida
saciida

Hello (welcome)

sqiida satiida (mqa ssalaama) Allah yisallimak / ik

sqiida satiida (mqa ssalaama) Allah yisallimak / ik

Good bye Good bye (with safety) May God preserve you (m/f)

Hamdillah tala ssalaama

May God preserve you (m/f) Hamdillah tala ssalaama Allah yisallimak 1 ik Kull sana w Inta(i)

Allah yisallimak 1ik

Kull sana w Inta(i) tayyib(a) w inta(i) tayyiba(a)

Thanks be to God for preservation (said on: arrival from travelling, recovered from sickness saved from bad event ex. accident)

Many happy returns you, too

on: arrival from travelling, recovered from sickness saved from bad event ex. accident) Many happy returns

Common Phrases and Expressions

A.

mabruuk

Congratulations (may it blessed)

B.

AUaah yibaarik fiik / fiiki

May God bless you (do

A.

\ukran
\ukran

Thanks

B.

tafwan
tafwan

welcome

A.

aasif 1'asfa

Sorry
Sorry

Never mind

B.

matlil
matlil
aasif 1 'asfa Sorry Never mind B. matlil A. min faDIak I ik A. law samaHt

A. min faDIak I ik

A. law samaHt ( i )

B. matlil A. min faDIak I ik A. law samaHt ( i ) aayiz (a) I
B. matlil A. min faDIak I ik A. law samaHt ( i ) aayiz (a) I

aayiz (a) I mi[

taayiz (a)

I ik A. law samaHt ( i ) aayiz (a) I mi[ taayiz (a) taarif (a)

taarif (a) / m$ taarif (a) faahim (a) / mi\ faahim (a) saakin (a) 1mil saakin (a)

(a) / mi\ faahim (a) saakin (a) 1mil saakin (a) Excuse me (said on dismissing oneself)
(a) / mi\ faahim (a) saakin (a) 1mil saakin (a) Excuse me (said on dismissing oneself)

Excuse me (said on dismissing oneself) You may (go on) Take what you (m/f) asked for Take what I am offering

If you please / excuse me If you please I excuse me

If God wills Thanks be to God

I want (f) /1 don't want (f)

I know (f) 11don't know (f)

I understand (f) 11don't understand (f)

I live

(f) I understand (f) 11 don't understand (f) I live (f) 11 don't live (f) mumkin

(f) 11don't live

(f)

mumkin / mil mumkin mumkin? fii / mafiif Possible I impossible May I? Can I?
mumkin / mil mumkin
mumkin?
fii / mafiif
Possible I impossible
May I? Can I?
There is / there isn't
and! / ma^andiiJ
I
have /1 don't have
L
aywa
aywa

Yes

la'

la'

bass

kifaaya

~a~~ibhaa\i

Enough/bui/only

Enough

OK

bass kifaay a ~a~~ibhaa \ i Enough/bui/only Enough OK

Kamaan

Also/ too

taani

Agaidmore

SaHH

Right

maZbuuT talaT sawa fwa?Ya\ WaYYa

SaHH Right maZbuuT talaT sawa fwa?Ya\ WaYYa Correct Wrong Together Little by little means Tabcan fit
SaHH Right maZbuuT talaT sawa fwa?Ya\ WaYYa Correct Wrong Together Little by little means Tabcan fit

Correct

Wrong

Together

Little by little

means

Tabcan fitIan abadan giddan/awi/xaalis dayman mi\ kida? mi\ mq'uul bi [wee!

Tabcan fit Ian a badan giddan/awi/xaalis dayman mi\ kida? mi\ mq'uul bi [wee!
Tabcan fit Ian a badan giddan/awi/xaalis dayman mi\ kida? mi\ mq'uul bi [wee!

Off course

True

Never

Very (neg+ xaalis = never)

Always/ail the time Isn't it so? Incredible/ its crazy Slowly

kalaam faaqNonsense

yaxsaara

winta(i) maalakfik none of your(m/f) business maalakfik What is the matter with u

What a pity

maalakfik none of your(m/f) business maalakfik What is the matter with u What a pity mafii
maalakfik none of your(m/f) business maalakfik What is the matter with u What a pity mafii

mafii muikila

No problem

maalakfik none of your(m/f) business maalakfik What is the matter with u What a pity mafii
I. Question words? Res: ana Inta ismak / inti ismik ^ What is your name?

I. Question words?

I. Question words? Res: ana Inta ismak / inti ismik ^ What is your name? y*
I. Question words? Res: ana Inta ismak / inti ismik ^ What is your name? y*
Res: ana Inta ismak / inti ismik
Res: ana
Inta ismak / inti ismik

^

What is your name?

y* Whereareyonfiom?
y*
Whereareyonfiom?
Res:ana ismi
Res:ana ismi
Res: ana min 1 1 Inti mida/iti ha feen? y.yi ~heredoyou live? Res: ana saakinlsaknafi
Res: ana min
1
1
Inti
mida/iti
ha
feen?
y.yi
~heredoyou live?
Res: ana saakinlsaknafi
lob gect/iti geeti
emta?
?&\
Whendid youcome?
lob gect/iti geeti emta? ?&\ Whendid youcome? Res: ana get t Res: ana geet @ndak/inti (ik)

Res:ana get

t
t
Res: ana geet
Res: ana geet
?&\ Whendid youcome? Res: ana get t Res: ana geet @ndak/inti (ik) bit! FI Res: ana
@ndak/inti (ik)
@ndak/inti (ik)
youcome? Res: ana get t Res: ana geet @ndak/inti (ik) bit! FI Res: ana tandi 1

bit!

FI

Res:ana tandi

1 t lam?
1 t
lam?

izaazit ilmayya

(ik) bit! FI Res: ana tandi 1 t lam? izaazit ilmayya Res: izaazit ilmayya b intaliinti

Res:izaazit ilmayya b

intaliinti him
intaliinti him

pq

izaazit ilmayya Res: izaazit ilmayya b intaliinti him pq ) j) H OW did YOU CO~?

)j) HOW did YOU CO~?

ilmayya b intaliinti him pq ) j) H OW did YOU CO~? ^(^ How much is
ilmayya b intaliinti him pq ) j) H OW did YOU CO~? ^(^ How much is
^(^
^(^

How much is the

battle of water?

OW did YOU CO~? ^(^ How much is the battle of water? Res: ana hina Pa
OW did YOU CO~? ^(^ How much is the battle of water? Res: ana hina Pa
Res: ana hina Pa aan 1, IÑÑÑÑ into/inti fi a? 1 door yrf\ Whichfloorare you
Res: ana hina Pa aan
1,
IÑÑÑÑ
into/inti fi
a?
1 door yrf\
Whichfloorare you in?
Res: ana f- iddwr
11. YesNoquestions?
tsl~9 .-^la.\
*

inta Taalib? Res: aywa, ana Taalib. / la 9 , ma 111)Tdb.

inti Tdba?

Ra: aywa, am

N0k YMo questions and their answers are identified by intonation only. The question has a rising pitch white its answerhas a falling pitch.

question has a rising pitch white its answer has a falling pitch. TaaIiba. / I*', am

TaaIiba. / I*', am mi^~aaliba.

-

*.
*.
I. Numbers . \ -- -- - Teens Units - I 1 I --A itneen

I. Numbers

I. Numbers . \ -- -- - Teens Units - I 1 I --A itneen talatiin

. \

-- -- - Teens Units - I 1 I --A itneen talatiin >r I Y4
--
-- -
Teens
Units
-
I
1
I
--A
itneen
talatiin
>r
I
Y4
-
,
i
I
arbiciin
t
ArbaFtaajar
1 f
I
I *arbaca
f
Ã
4
I
xamsiin
i
~amastaafar
19
1I xamsa
I
o
I
Ã
I 0
I
I
1tamaniin
1tamanya
I ~amantaakr I i A. I I 1 pound gineeh I
I
~amantaakr
I
i
A.
I
I
1 pound
gineeh
I

^\

I I I -- 1quarter of a pound I ~ubpgineeh(iamsa w cilriin id -S'4 &,1
I
I
I
--
1quarter of a pound
I
~ubpgineeh(iamsa w
cilriin id
-S'4 &,1 =&270
I
half a pound
nuSS gineeh (x&siin ir7)

1Note: The word kkmeans piaster, is used from # 3-10 13 piasters / 10 piasters

is used from # 3-10 1 3 piasters / 10 piasters New Vocabulary ;+A+nil*- Transliteration I
is used from # 3-10 1 3 piasters / 10 piasters New Vocabulary ;+A+nil*- Transliteration I
is used from # 3-10 1 3 piasters / 10 piasters New Vocabulary ;+A+nil*- Transliteration I
is used from # 3-10 1 3 piasters / 10 piasters New Vocabulary ;+A+nil*- Transliteration I
is used from # 3-10 1 3 piasters / 10 piasters New Vocabulary ;+A+nil*- Transliteration I
New Vocabulary ;+A+nil*- Transliteration I I fakka I I the rest (money or otherwise) ilbaa'i
New Vocabulary
;+A+nil*-
Transliteration
I
I
fakka
I
I
the rest (money or otherwise)
ilbaa'i
I
1how much (money)
Bikaam
the check / bill 1account
IlHisaab
I

L*A&**\ Lid&\

L * A& ** \ Lid&\ The Arabic Alphabet Note: The red line represents the iine

The Arabic Alphabet

L * A& ** \ Lid&\ The Arabic Alphabet Note: The red line represents the iine

Note: The red line represents the iine on / under which the part of the letter should go.

The Arabic Alphabet Note: The red line represents the iine on / under which the part
Characteristics of the Arabic Al~habet 1. Many letters have the same shapes and the distinction

Characteristics of the Arabic Al~habet

1. Many letters have the same shapes and the distinction is made only by the use of dots.

j J
j J

i

A

-A-
-A-
A+AA+
A+AA+
is made only by the use of dots. j J i A -A- A+AA+ There is

There is a great conformity in shape bemeen the letter when it appears at the beginning is a great conformity in shape bemeen the letter when it appears at the beginning and when it appears at the hd, when it appears at the beginning (or in the middle) the bottom part only is deleted.

(or in the middle) the bottom part only is deleted. Most of the letters have 3
(or in the middle) the bottom part only is deleted. Most of the letters have 3
(or in the middle) the bottom part only is deleted. Most of the letters have 3
(or in the middle) the bottom part only is deleted. Most of the letters have 3
(or in the middle) the bottom part only is deleted. Most of the letters have 3

Most of the letters have 3 forms, differing according to their location in the word, i.e. of the letters have 3 forms, differing according to their location in the word, i.e. how they are joined with the other letters

i.e. how they are joined with the other letters 4. A repeated consonant is not written
i.e. how they are joined with the other letters 4. A repeated consonant is not written
i.e. how they are joined with the other letters 4. A repeated consonant is not written
i.e. how they are joined with the other letters 4. A repeated consonant is not written
i.e. how they are joined with the other letters 4. A repeated consonant is not written

4. A repeated consonant is not written twice, rather a'cgJdy*is put on the letter instead.

twice, rather a'cgJdy* is put on the letter instead. 4 5. There are 6 letters that

4

twice, rather a'cgJdy* is put on the letter instead. 4 5. There are 6 letters that
twice, rather a'cgJdy* is put on the letter instead. 4 5. There are 6 letters that

5. There are 6 letters that cannot be connected to the following letters, but could be connected to the preceding ones only.

are 6 letters that cannot be connected to the following letters, but could be connected to
are 6 letters that cannot be connected to the following letters, but could be connected to
are 6 letters that cannot be connected to the following letters, but could be connected to
are 6 letters that cannot be connected to the following letters, but could be connected to
are 6 letters that cannot be connected to the following letters, but could be connected to

9

6. The Arabic language makes a clear distinction between masculine and feminine genk

clear distinction between masculine and feminine genk The feminine nouns are identified by the ("t"

The feminine nouns are identified by the ("t" ~buuta~lj) at the end.

by the ("t" ~buuta~l j) at the end. 7 . There is a letter that takes

7. There is a letter that takes different shapes, even

(hanua" s").(glottd stop)

when it is in the same locah

(A)$$s "). (glottd stop) when it is in the same locah (.3)kJ+ 8. There are four

(.3)kJ+

stop) when it is in the same locah (A)$$ (.3)kJ+ 8. There are four letters that

8. There are four letters that are velarued (emphatic sounds) and they correspond to their non-velarized (non-emphatic sounds), such as:

Emphatic sounds

Emphatic sounds
Emphatic sounds

Non-emphaticsounds

Non-emphaticsounds
Non-emphaticsounds
sounds), such as: Emphatic sounds Non-emphaticsounds 9. There arc 28 sounds (letters) in the Arabic language,
9.
9.
sounds), such as: Emphatic sounds Non-emphaticsounds 9. There arc 28 sounds (letters) in the Arabic language,

There arc 28 sounds (letters) in the Arabic language, 2 of which are considered semi- vowels because they can take both roles (consonant and vowel). Ifthese two sounds are produced then they are consonants and not vowels.

sounds are produced then they are consonants and not vowels. 10. In almost all cams the

10.

In almost all cams the d is read

and not vowels. 10. In almost all cams the d is read i in colloquial, except

i in colloquial, except for a few words such as:

-

-

i in colloquial, except for a few words such as: - - taQ"ir J+& Qim Qamuus
taQ"ir J+&
taQ"ir
J+&

Qim for a few words such as: - - taQ"ir J+& Qamuus ppu il Qaahira Qur9aan gJhu

Qamuus ppuilQaahira

Qur9aan

gJhu- - taQ"ir J+& Qim Qamuus ppu il Qaahira Qur9aan dL, Q - J\A Qaanuun -u

dL,Q -

J\AQaanuun -u

Qamuus ppu il Qaahira Qur9aan gJhu dL, Q - J\A Qaanuun -u QmD &A 11. The

QmD &A

il Qaahira Qur9aan gJhu dL, Q - J\A Qaanuun -u QmD &A 11. The when is

11. The

Qur9aan gJhu dL, Q - J\A Qaanuun -u QmD &A 11. The when is followed by
Qur9aan gJhu dL, Q - J\A Qaanuun -u QmD &A 11. The when is followed by

when is followed by "dip \

-u QmD &A 11. The when is followed by "dip \ appears as such y ,
-u QmD &A 11. The when is followed by "dip \ appears as such y ,

appears as such y , or

12.' P, j, v are loaned letters and written as such d c a c +

as such y , or 12.' P , j , v are loaned letters and written
as such y , or 12.' P , j , v are loaned letters and written
as such y , or 12.' P , j , v are loaned letters and written
as such y , or 12.' P , j , v are loaned letters and written
as such y , or 12.' P , j , v are loaned letters and written

if hand written.

General Rules for the Arabic Script 1. There is a great deal of conformity between

General Rules for the Arabic Script

1.

There is a great deal of conformity between the letter and its sound. Almost wery word

is written

as it is pronounced. There is no opposition to be mentioned (whiie in English

such opposition may occur; i.e. beard, heard, bird).

such opposition may occur; i.e. beard, heard, bird).

 

2.

Each

letter should be emphasized or pronounced cIear!y. The notion of ueating" letters

does not exist in the Arabic language, example:

doing

doin'.
doin'.

3.

There is no capital letter.

4. There is no verb " to be3 in Arabic ex. (idare) only the infinitive fm is4 and the past tense (waslwere).

5. Writing is from right to left: the opposite of all Latin languages.

6. The Arabic letters are characterized by having ligatures that aiiow for connecting them together and therefore, from this point, there are no clear cut differences between the written words and the printed ones.

7.

The occurrence of 3 consonants is not allowed by any means. Any circumstances that may result with three consonants (as in the addition of suffies and prcfues), a vowel must be inserted right before the sufix or right after the pmfk This inserted vowd is in most cases the "i" sound. i.e. kusra.

-

is in most cases the "i" sound. i.e. kusra. - 8. Arabic language writing depends mainly

8. Arabic language writing depends mainly on the cursive connecting system.

9.

10.

depends mainly on the cursive connecting system. 9. 10. What usuaily appears in writing is the

What usuaily appears in writing is the consonants and the longvow&. Tl~eshort vowels appear only in the Qur'aan, dictionaries and primmy text books.

Punctuation is not consistent and most writings neglect its us& The full stop appears mainly to separate paragraphs. The most commoniy used on- arc the full stop, comma and question mark.

stop appears mainly to separate paragraphs. The most commoniy used on- arc the full stop, comma
stop appears mainly to separate paragraphs. The most commoniy used on- arc the full stop, comma
stop appears mainly to separate paragraphs. The most commoniy used on- arc the full stop, comma
Consonants and Vowels -- - The Arabic language has 28 consonants (or sounds) 2 of
Consonants and Vowels -- -
Consonants and Vowels
--
-

The Arabic language has 28 consonants (or sounds) 2 of which are semi- consonan- These consonants may occur in the three positigns beginning, middle and/or end.

-

-

are semi- consonan- These consonants may occur in the three positigns beginnin g , middle and/or
are semi- consonan- These consonants may occur in the three positigns beginnin g , middle and/or
are semi- consonan- These consonants may occur in the three positigns beginnin g , middle and/or
n y^-VsÑ^ (^^ 1J-p  t Y 4 u &AmA >-È- d F Y! ^-Ã
n
n

y^-VsÑ^

(^^
(^^
1J-p
1J-p

Â

t
t

Y 4

Y 4

u

&AmA
&AmA

>-È-

d

F

Y!
Y!

^-Ã

6

6

U^JJ
U^JJ

d

Q

Y Y

 

<>-L-^

4^-S

4
4

k

YY

J-i

L

L

<>-+-Ã

J

I

Tt

f-
f-

J-A-J

e-i-

<*

rn

Yo

d-"'

Â

d

Â

Y1

4-4-

J-Ç-

?*
?*

Ñf

h

YV

J-Ã

tfd
tfd
JÈÑ
JÈÑ

J

w

YA

(J-Ã
(J-Ã

OA-^j

?-
?-
J
J

Y

Note:

In this stage, focusing should only be on the shape of the letter as it appears in each location (beginning, middle and end). Reading or meaning is not necessary in this stage.

All letters at the beginning or middle, are supposed to be written on the line except for

3
3

-> J they go down the line no matter what their position is.

Letters that have upper and bottom parts.

tf/u/&S/d/f t/D" u^/&
tf/u/&S/d/f
t/D" u^/&

L~/CC E

This bottom part is lifted up on the line when they occur at the beginning or middle and bottom part appears again only when they occur at the end.

the

Note: The upper pages (11&12) are repeated again. Please see end of the book to see how they can be used to help in reading.

are repeated again. Please see end of the book to see how they can be used
11. Vowels is'&u-B <J& . Y (A) Short Vowels There are 3 short vowels :
11. Vowels is'&u-B <J& . Y (A) Short Vowels There are 3 short vowels :

11. Vowels is'&u-B <J& . Y (A) Short Vowels There are 3 short vowels :

11.

Vowels

is'&u-B
is'&u-B
<J&
<J&

.Y

(A) Short Vowels

11. Vowels is'&u-B <J& . Y (A) Short Vowels There are 3 short vowels : FatUq
11. Vowels is'&u-B <J& . Y (A) Short Vowels There are 3 short vowels : FatUq
11. Vowels is'&u-B <J& . Y (A) Short Vowels There are 3 short vowels : FatUq

There are3 short vowels: FatUq Kiwa and l-bma

There are 3 short vowels : FatUq Kiwa and l-bma I ^ J - t H

I^J-tH (I)

the Fda h expressed by x (corresponding toa sound)

the Fda

h expressed

by

x

(corresponding toa sound)

TheL-- - JS expressed by x (corresponding to i sound)
TheL--
TheL--

- JS expressed by

x

(corresponding to i sound)

the Damma is expressed by x (corresponding to u sound)

the Damma is expressed by

x

(corresponding to

u sound)

u sound)

Note: that x refera to any letter or sound.

Every letter or consonant must have one of these short vow&

Example:

^

must have one of these short vow& Example: ^ È .- + (ba t-il~>'(~arakant). bi bu)

È

.-

+

(ba

one of these short vow& Example: ^ È .- + (ba t-il~>'(~arakant). bi bu) If any

t-il~>'(~arakant).

bi

bu)

If any of the ktters does not have any of these vowels

situation and the letter appears with a

that means it is a no vowel

letter appears with a that means it is a no vowel -- £>J on top of

-- £>Jon top of it

 

0

the Sukuun is expressed by Sukuun is expressed by

x

of it   0 the Sukuun is expressed by x Example: 4 These short vow& duk

Example:

4

  0 the Sukuun is expressed by x Example: 4 These short vow& duk are not

These short vow&

is expressed by x Example: 4 These short vow& duk are not part of the word

duk are not part of the word structure They appear

the
the

letter as with the. and D~maorudertbektteraswiththe~

Read:

as with the. and D~maorudertbektteraswiththe~ Read: A repeated consonant Is not written twice, rather a Jadda
A repeated consonant Is not written twice, rather a Jadda r instead. Thus the Jadda
A repeated consonant Is not written twice, rather a Jadda
r instead. Thus
the Jadda indicates 2 consonants, the first consonant always takes a "sukuun" sound and
thenone of the 3
with the second consonant. If the short vn-1
kasra is*required
a it is put under it.
.
",
>$
-?
E~arnpIe:-~,~~
.
l-C,,
'
If the short vn-1 kasra is*required a it is put under it. . ", >$ -?

(B) Long Vowels

There arc3 long vow&:

(B) Long Vowels There arc 3 long vow&: ' @f ~wa'and The 'oSf \ (corresponding to

'@f~wa'and

Vowels There arc 3 long vow&: ' @f ~wa'and The 'oSf \ (corresponding to aa sound)
The 'oSf \ (corresponding to aa sound)

The 'oSf

The 'oSf

\

(corresponding to aa sound)

The y^ (corresponding to ii sound)

The

y^
y^
The y^ (corresponding to ii sound)
(corresponding to ii sound)

(correspondingto ii sound)

The- (corresponding to uu sound)

The-

The- (corresponding to uu sound)

(corresponding to

uu sound)

(corresponding to uu sound)
to ii sound) The- (corresponding to uu sound) They are put of the word structure and

They are put of the word structure and therefore they appear within the word itself. They

are only used to

appear within the word itself. They are only used to extend the produced period of the

extend the produced period of the short vowel. Each short vowel has its

counterpart long vowd. that is,

r t l o n g v o w d . t h a t i

if fatffashould be extended or made longer it should be

followed by a long vowel or mo~( and the only possible maA/ is " similarly the fawn,

the only possible maA/ is " similarly the fawn, takes iff Ñ and the flaimfa takes

takes iff Ñ and the flaimfatakes 4

the fawn, takes iff Ñ and the flaimfa takes 4 Example: Read: (baa bii buu) (c)
the fawn, takes iff Ñ and the flaimfa takes 4 Example: Read: (baa bii buu) (c)
the fawn, takes iff Ñ and the flaimfa takes 4 Example: Read: (baa bii buu) (c)

Example:

Read:

takes iff Ñ and the flaimfa takes 4 Example: Read: (baa bii buu) (c) Semi vowels

(baa

bii

buu)

(c) Semi vowels

takes 4 Example: Read: (baa bii buu) (c) Semi vowels Like in English y ( if/
takes 4 Example: Read: (baa bii buu) (c) Semi vowels Like in English y ( if/
takes 4 Example: Read: (baa bii buu) (c) Semi vowels Like in English y ( if/
takes 4 Example: Read: (baa bii buu) (c) Semi vowels Like in English y ( if/

Like in English y ( if/ + and w (3)are Semi vowels. If they areproduced then they are consonants.

-

. Emimple:

then they are consonants. - . E m i m p l e : & Example:

&

Example:

yam

wind

If they are not produced then they are vowels.

.

J*-
J*-
Example: <ijl Example: ke Y belo w
Example: <ijl
Example:
ke Y
belo w

Note:

Each sound (letter) has two options in regard to vowel production. For example:

Short vow&

to vowel production. For example: Short vow& Long vowels bf 4 4. b a 4 b.
to vowel production. For example: Short vow& Long vowels bf 4 4. b a 4 b.

Long vowels

bf4

4.
4.

b a

b a 4

4

b.44

4

b"
b"

4

 

.

but

-A

bard

&
&

bar

AL

band

44

b i

bit

Ñ
Ñ

-

b e

b e Ñ  ^
Ñ
Ñ

Â

^

b ii

b ii
Ñ
Ñ

bee

Ñ
Ñ
 

bat

bat

beer

JM

bait

"*Ã

bU

I

*

* 4

4

b 0

b 0 9 4
9
9

4

b uu

b uu

J*

b

00
00

34

book

4AÃ

boss

04

boot

^Â¥

boat

<*-44
<*-44
-& j)'j
-&
j)'j
Masculine and Feminine In Arabic, it is a major factor to make a distinction between
Masculine and Feminine In Arabic, it is a major factor to make a distinction between
Masculine and Feminine In Arabic, it is a major factor to make a distinction between

Masculine and Feminine

In Arabic, it is a major factor to make a distinction between masculine and feminine words.

to make a distinction between masculine and feminine words. I. The Indefinite words -- -- Each

I. The Indefinite words

masculine and feminine words. I. The Indefinite words -- -- Each word indicates one item only.
-- -- Each word indicates one item only. There is no indefinite article (~n&ihdan). Example:
--
--
Each word indicates one item only. There is no indefinite article (~n&ihdan).
Example:
a student
(one student only/ masculine)

a word

&
&

(one word only1feminine)

Rule (2)

Arabic has no verb to be

t SAJ^A

Eventually, \a and & are respectively masculine and feminine (demonstrative pronoun) i.e. English, this

and feminine (demonstrative pronoun) i.e. English, this Example: This is a book. This is a picture.

Example:

This is a book.

This is a picture.

English, this Example: This is a book. This is a picture. Note: The STRESS is usually
English, this Example: This is a book. This is a picture. Note: The STRESS is usually

Note:

The STRESS is usually on the next to the last syllable of the word, unless it is attracted by either a long vowel or two consonants at the end.

Example:

I

si/kir/teer

I

fdtirt

a long vowel or two consonants at the end. Example: I si/kir/teer I fdtirt A long

A long vowel

Two consonants at the end

a long vowel or two consonants at the end. Example: I si/kir/teer I fdtirt A long
(a) Masculine nouns (indefinite)
(a) Masculine nouns (indefinite)
(a) Masculine nouns (indefinite)
(a)
Masculine nouns (indefinite)
(a) Masculine nouns (indefinite)
(b) Feminine nouns (indefinite) S (A)

(b) Feminine nouns(indefinite)

(b) Feminine nouns (indefinite) S (A)
(b) Feminine nouns (indefinite) S (A)
S (A)
S
(A)
(b) Feminine nouns (indefinite) S (A)
(b) Feminine nouns (indefinite) S (A)
Example: cilba (a box) cilbit mirabb;(a box of jam) cilbit mirabbit tuffaaH (a box of

Example:

Example: cilba (a box) cilbit mirabb;(a box of jam) cilbit mirabbit tuffaaH (a box of jam

cilba (a box)

cilbit mirabb;(a
cilbit mirabb;(a

box of jam)

cilbit mirabbit tuffaaH (a box of jam of apple) (a box of jam of apple)

Exception:

Some feminine words do not end with "t" marbuta / a

words do not end with "t" marbuta 3Ã / a Example: sun wLA d woman 0
words do not end with "t" marbuta 3Ã / a Example: sun wLA d woman 0
words do not end with "t" marbuta 3Ã / a Example: sun wLA d woman 0

Example: sun

wLA
wLA

d

with "t" marbuta 3Ã / a Example: sun wLA d woman 0 CL+M ground head 0"b
with "t" marbuta 3Ã / a Example: sun wLA d woman 0 CL+M ground head 0"b
with "t" marbuta 3Ã / a Example: sun wLA d woman 0 CL+M ground head 0"b

woman

0

CL+M
CL+M

ground

marbuta 3Ã / a Example: sun wLA d woman 0 CL+M ground head 0"b '-"-( girl
marbuta 3Ã / a Example: sun wLA d woman 0 CL+M ground head 0"b '-"-( girl

head

0"b

/ a Example: sun wLA d woman 0 CL+M ground head 0"b '-"-( girl - y"lj

'-"-(

girl

wLA d woman 0 CL+M ground head 0"b '-"-( girl - y"lj 4 hand (feminine by
wLA d woman 0 CL+M ground head 0"b '-"-( girl - y"lj 4 hand (feminine by

- y"lj

4

hand

ground head 0"b '-"-( girl - y"lj 4 hand (feminine by definition) Note: AH non- animate

(feminine by definition)

Note:

AH non- animate plurals (fern. & mas.) are referred to as if4/ &J

(fern. & mas.) are referred to as if4 / &J n   * Example: J^s -

n

  * Example: J^s - bL - o-J>     * Example: - Ã 0
 
*
*

Example: J^s - bL - o-J>

* Example: J^s - bL - o-J>
* Example: J^s - bL - o-J>
 
  * Example: J^s - bL - o-J>     * Example: - Ã 0 *
 

* Example:

-
-

Ã

0

*
*

All animate plurals (fern. & mas.) are referred to as

- 4
- 4
- &A fl - @&(people)
-
&A
fl
- @&(people)

- (>-&- 4

T encourages S to guess the singular of these plurals.

LWJ~Exercises '&A' Y~ 'hn \>dJ 1.j Read & say "da" or "di" ( , -

Exercises

'&A' Y~ 'hn \>dJ 1.j

'&A' Y~ 'hn\>dJ1.j

LWJ~ Exercises '&A' Y~ 'hn \>dJ 1.j Read & say "da" or "di" ( , -
Read & say "da" or "di" ( ,
Read & say "da" or "di"
(
,
1.j Read & say "da" or "di" ( , - - - - - ^\ What
1.j Read & say "da" or "di" ( , - - - - - ^\ What
1.j Read & say "da" or "di" ( , - - - - - ^\ What
- - - - - ^\ What ? ^ Who?
-
-
-
-
-
^\
What ?
^
Who?
Look at the picture & ask
Look at the picture & ask
- 2. The definite words i i * i - ~ L l ~ Ã
-
-

2. The definite words

- 2. The definite words i i * i - ~ L l ~ Ã ‡
- 2. The definite words i i * i - ~ L l ~ Ã ‡

ii*i-~Ll~Ã^

.Y

definite words i i * i - ~ L l ~ Ã ‡ ^ . Y

All previously mentioned indefinite' words can be made definite by the addition of the . article &

be made definite by the addition of the . article & KUJie 13) 6 ftJL^u If
KUJie 13) 6 ftJL^u If thearticle is attached to the beginnimg of the ww& it
KUJie 13)
6 ftJL^u
If thearticle
is attached to the beginnimg of the ww& it makes it definite and the ',
-.
-
inthiscue,bcalled'^iUJUirniIOamariyYam
Example: I If the word b~withoneoftheco0901@writtenbelowinred~the ofthe lUWte Wick isauimitetedwithit.
Example:
I
If the word b~withoneoftheco0901@writtenbelowinred~the ofthe
lUWte Wick isauimitetedwithit.
botherm¥nk,theJisReflectedçdt
isauimitetedwithit. botherm¥nk,theJisReflectedçdt Note: the ifl could work both sides influenced by the
isauimitetedwithit. botherm¥nk,theJisReflectedçdt Note: the ifl could work both sides influenced by the

Note: the iflcould work both sides influenced by the fuSHa

Note: the ifl could work both sides influenced by the fuSHa Exercises - &Ld
Exercises (*uiL>Ñ Write "c" for sentence and "&" for phrase 4Lfl +I ncn I*&\

Exercises

(*uiL>Ñ

Write "c"for sentence and "&" for phrase

"c" for sentence and "&" for phrase 4Lfl +I ncn I*&\ r^,<,h-Ja &,\ n&^ Ã (I)
"c" for sentence and "&" for phrase 4Lfl +I ncn I*&\ r^,<,h-Ja &,\ n&^ Ã (I)
"c" for sentence and "&" for phrase 4Lfl +I ncn I*&\ r^,<,h-Ja &,\ n&^ Ã (I)

4Lfl +I ncnI*&\

and "&" for phrase 4Lfl +I ncn I*&\ r^,<,h-Ja &,\ n&^ Ã (I) 4~0.g eA *9
r^,<,h-Ja &,\ n&^ Ã
r^,<,h-Ja &,\ n&^
Ã

(I)

4Lfl +I ncn I*&\ r^,<,h-Ja &,\ n&^ Ã (I) 4~0.g eA *9 '-+,&.I. &&.\I Ã

4~0.geA

ncn I*&\ r^,<,h-Ja &,\ n&^ Ã (I) 4~0.g eA *9 '-+,&.I. &&.\I Ã &&*JLJ.IY SJ^*+

*9

'-+,&.I.
'-+,&.I.
&&.\I
&&.\I

Ã

&&*JLJ.IY
&&*JLJ.IY
SJ^*+ .T
SJ^*+
.T

<AJ-^l ¥Lut^J.r

à &&*JLJ.IY SJ^*+ .T <AJ-^l ¥Lut^J .r ~*--~JÈ\J .t .o &Laid .7 Note: Gender agreement

~*--~JÈ\J.t .t

.o
.o

&Laid .7 .7

Note: Gender agreement between the noun and its adjective.

$*A(, dl*

agreement between the noun and its adjective. $*A(, dl* New Vocabulary angry (L)& Clever cheap Tallllong
agreement between the noun and its adjective. $*A(, dl* New Vocabulary angry (L)& Clever cheap Tallllong

New Vocabulary

angry (L)& Clever cheap Tallllong (<-)~w.J responsible tired (4-)J^È difficult happy (*-)+ busy
angry
(L)&
Clever
cheap
Tallllong
(<-)~w.J
responsible
tired
(4-)J^È
difficult
happy
(*-)+
busy
easy
(*-)J*Ã
Clever cheap Tallllong (<-)~w.J responsible tired (4-)J^È difficult happy (*-)+ busy easy (*-)J*Ã
Rule (8) of a suffix (in this use the <Ñ/à net . . ~ The
Rule (8) of a suffix (in this use the <Ñ/à net . . ~ The

Rule (8)

Rule (8) of a suffix (in this use the <Ñ/à net . . ~ The addition

of a suffix (in this use the <Ñ/Ãnet

.

.

~

The addition

vowel (usually a A<wo) for exampl

b$J 134( y)

a A<wo) for exampl b $ J 1 3 4 ( y ) Read and negate
a A<wo) for exampl b $ J 1 3 4 ( y ) Read and negate
a A<wo) for exampl b $ J 1 3 4 ( y ) Read and negate

Read and negate

(issue 1-

b $ J 1 3 4 ( y ) Read and negate (issue 1- (u) (4)

(u)

(4)

J 1 3 4 ( y ) Read and negate (issue 1- (u) (4) *V (+$4
*V
*V
1 3 4 ( y ) Read and negate (issue 1- (u) (4) *V (+$4 &&A

(+$4

3 4 ( y ) Read and negate (issue 1- (u) (4) *V (+$4 &&A .I

&&A 3 4 ( y ) Read and negate (issue 1- (u) (4) *V (+$4 .I -jL&J\

.I

-jL&J\
-jL&J\

^wAa^J1negate (issue 1- (u) (4) *V (+$4 &&A .I -jL&J\ .A (sJL^~MJ~\) (^a) y&i~-ii j~i\ .

.A

(sJL^~MJ~\) 1- (u) (4) *V (+$4 &&A .I -jL&J\ ^wAa^J1 .A (^a) y&i~-ii j~i\ . T 9

(^a)(4) *V (+$4 &&A .I -jL&J\ ^wAa^J1 .A (sJL^~MJ~\) y&i~-ii j~i\ . T 9 ++un .Y

(+$4 &&A .I -jL&J\ ^wAa^J1 .A (sJL^~MJ~\) (^a) y&i~-ii j~i\ . T 9 ++un .Y (i&)
(+$4 &&A .I -jL&J\ ^wAa^J1 .A (sJL^~MJ~\) (^a) y&i~-ii j~i\ . T 9 ++un .Y (i&)

y&i~-iij~i\. T

9 ++un
9
++un

.Y

(i&) ^wAa^J1 .A (sJL^~MJ~\) (^a) y&i~-ii j~i\ . T 9 ++un .Y JjÇ &.ia~\ .1 . (U)

JjÇ &.ia~\

j~i\ . T 9 ++un .Y (i&) JjÇ &.ia~\ .1 . (U) J&&^ (u.^.~) uJ;& .\I

.1 .

(U)

J&&^ j~i\ . T 9 ++un .Y (i&) JjÇ &.ia~\ .1 . (U) (u.^.~) uJ;& .\I (&d)

(u.^.~) ++un .Y (i&) JjÇ &.ia~\ .1 . (U) J&&^ uJ;& .\I (&d) &&id (i&Jl) &-

uJ;&.\I

&.ia~\ .1 . (U) J&&^ (u.^.~) uJ;& .\I (&d) &&id (i&Jl) &- &A\ (J^) .I
&.ia~\ .1 . (U) J&&^ (u.^.~) uJ;& .\I (&d) &&id (i&Jl) &- &A\ (J^) .I

(&d)&&id

(i&Jl) &- &A\ (J^)
(i&Jl)
&-
&A\
(J^)
.I 7 sJ&-fl
.I
7
sJ&-fl

&& (i&Jl) &- &A\ (J^) .I 7 sJ&-fl a iGfl I&* ( ) Check the mentioned sentence

a

&- &A\ (J^) .I 7 sJ&-fl && a iGfl I&* ( ) Check the mentioned sentence
&- &A\ (J^) .I 7 sJ&-fl && a iGfl I&* ( ) Check the mentioned sentence

iGflI&*( )

Check the mentioned sentence

-

-

A- -4

iGfl I&* ( ) Check the mentioned sentence - - A- -4 &a *>l ¥ 4)
&a *>l
&a
*>l
Â¥
Â¥

4) ^La. \

sentence - - A- -4 &a *>l ¥ 4) ^La. \ I ,oak and make sentences

I,oak and make sentences

w bwj JÈ

\ I ,oak and make sentences w b w j J Ã ˆ b 4 (

b4 b 4 ( q (q

and make sentences w b w j J à ˆ b 4 ( q w Â¥
and make sentences w b w j J à ˆ b 4 ( q w Â¥
and make sentences w b w j J à ˆ b 4 ( q w Â¥
w
w

Â¥ The teacher mentions one of the mteaces in each item and the students identifk it.

à ˆ b 4 ( q w Â¥ The teacher mentions one of the mteaces in
à ˆ b 4 ( q w Â¥ The teacher mentions one of the mteaces in
Listen and repeat 1~3~ (0) Red Green Blue Yellow White Black New Vocabulary Short Big

Listen and repeat

1~3~(0)

Listen and repeat 1~3~ (0) Red Green Blue Yellow White Black New Vocabulary Short Big Little/small
Listen and repeat 1~3~ (0) Red Green Blue Yellow White Black New Vocabulary Short Big Little/small
Red Green Blue
Red
Green
Blue
Yellow White Black
Yellow
White
Black

New Vocabulary

Short Big Little/small ^ (S) (L)(>& Expensive
Short
Big
Little/small
^
(S)
(L)(>&
Expensive

(*)a

Note: ~9(light) , && (dark) and fi&*(bright) are said only for coion.

Expensive (*)a Note: ~9 (light) , && (dark) and fi&* (bright) are said only for coion.
Expensive (*)a Note: ~9 (light) , && (dark) and fi&* (bright) are said only for coion.
Unit (1)

Unit (1)

Pleased to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening.
Pleased to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening.

Pleased to meet you

Pleased to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening. -
Pleased to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening. -

I. The Dialogue

JJ~3

Pleased to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening. -
Pleased to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening. -

Listen and repeat

to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening. - I
to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening. - I
to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening. - I
to meet you I. The Dialogue JJ~ 3 Listen and repeat - Good evening. - I

- Goodevening.

- I am Add aod he b Farid

repeat - Good evening. - I am Add aod he b Farid - you're welcomed, where

- you're welcomed, where areyoufrom?

he b Farid - you're welcomed, where are you from? aren't you? - IamAmericanbutsheisfrom Germany. Your
he b Farid - you're welcomed, where are you from? aren't you? - IamAmericanbutsheisfrom Germany. Your
he b Farid - you're welcomed, where are you from? aren't you? - IamAmericanbutsheisfrom Germany. Your
he b Farid - you're welcomed, where are you from? aren't you? - IamAmericanbutsheisfrom Germany. Your

aren't you?

- IamAmericanbutsheisfrom Germany. Your areEgypt-

- you're welcomed, where are you from? aren't you? - IamAmericanbutsheisfrom Germany. Your are Egypt-
- you're welcomed, where are you from? aren't you? - IamAmericanbutsheisfrom Germany. Your are Egypt-
- you're welcomed, where are you from? aren't you? - IamAmericanbutsheisfrom Germany. Your are Egypt-

- What are you doing in Egypt?

- I am a