Standard Arabic An advanced course JAMES DICKINS University of Durham JANET C. E. WATSON University of Durham1 Geography of the Middle East 1. Basie background material Political map of the Middle East Liles eich aa wee!Additional reading 9 2, Additional reading (a) Albert Hourani, A History of the Arab Peoples (London: Faber & Faber, 1991), pp. 89-96. vocabulary as your sti ing point the texts in this chapter, draw up basic lists of ry in the following fields: (a) Areas of land: e.g. desert, city, jb vs. Uys vs. 3b (c) Agricultural and animal husbandary: e.g. crops grown, processes used, people involved. 4. Written Arabic texts 1 (a) The following text gives a general background to the geography of the Arab world. As a preparatory exercise for this chapter, read this text at home. On the basis of your reading, draw a compass and provide basic compass points in Arabic. (This text is based on the text 2.41 yall (,3 Ga 5s in Karin C. Ryding, Formal Spoken Arabic, Georgetown University Press, 1990, p. 37). glases sles slats Slaldy olas pel LUI pb tae Tap sall ye 5all ad Gt gb psa! alll Gey Las oes CRAY pall Lede Guo Gs Gstall ol} Gadel! gals gig SLU Ge weed! peal! deatay bys si Ge Ga i JL peel 3g pu pb AHAB yu pall BULB Led gaged! La all ote a ell pe ol pe pa el pa A! eal pepall pall one dese all Seal a get roles abs jot Ges ll ps AN st tl IL gs SLY! aig SoM gpl GOI gets Goals Lose gh Oly jahy Sloselly peas ob gl galgg Sell Goals gest ILM Glas pals gp elias lynn Ups Bape glee ype pal plLall boats el Vg Rpg eeal ag pet ASLO 5a oy BAIT ol 5 doy jlaaes ces pall LAI yay Cla tll Lak Fi od sl ee Se ttt IL ga bose gll sal one Gay BSI!10 Geography of the Middle East Syadas eeoall pall be me eda ell esa Ose Gels GG! bbe Je fis Cas yall Glib 2 ASI gb BS Je te Gasp ad Las pall SL OL pe Jog OU gt El! oe bY! ball om ey a Lad) Lids 3h (98 Gal bY! Jey : pyle Jag ag ell AIL Cael Je AA aly (b) The following three texts provide simple descriptions of three Arab countries ~ Saudi Arabia, Iraq and Sudan. (j) Read the following text Ujsysull Lay p21! ELaL! and give oral answers in English to the questions which follow it Tosgeull Gaga) WSLL! Kaa pall 5 papal ob gb Uys Si typed! Cpl Sal eg gS pb pl JL Soy GI pally OY! Sle! Oe Lisus Cogiall gag Set pall oles ee! Sl oes SHakagll sy spall Gphall Gay Glee i ntl Ste cs Oy png (gay peal! gb oppo seed! Laelzi cals dha Ja ty pes ygal eliiI! ge Cay ol yaaa gt OSs Gl yp Seay VN Gull abet GSU pl! Rasps! 98 gael dae pal plly Sag fies Ups! 3 pel Gall Ge sae lass Gall gt Taasdly LSU Se Les yEigedbe GL ee Lg! Gyo penal ws a fgall jules 3 lag Rael gag el La ISLA pl S Nam ald UpilSen ase S19 Legysi Eales GIB lis> Leal BELL aes phys elpane es oS! cele ght EUR GF So Bp aes GbLis bids cps poe Sab poe BLS JY AG jae Lglpbg 92ST gi pts Le ce Lp eis! Ee OLASWritten Arabic texts 111 oops CELL gb olan ST IL all pete el eles pl! paul (gyi Wade SLiay Lad bdo lns Cialve Soles ope SST tals AL ILI ol JL aS Ty SI! (pd Lal lye ta eS) OSGI oy: ee dee AH el “a oll! peal pi Lia Bo ga.phl ASI pall oLblas JET Gs S15 1. Wh 2. Name five countries which border Saudi Arabia, 3. What did most Saudis do in the past? 4. Where do most people live in Saudi Arabia today? 5, Which four Saudi cities are mentioned in the text?” 6. What is the area of Saudi Arabia in relation to Europe? How large are the dunes said to be in the desert? 8. Which region is the same size as France? 9. Where is Nafud located? 10. What is said to be a le: s the Kingdom of Saudi Arabia? y of volcanic activity in the past? (i) Read the following text 231 j21! 4 5 s¢a9/! and give oral answers in Arabic to the questions which follow it. Vala! Loses phall Sp0 9 S35 LAK! Gps ose ay Lawl 356 gt Glad! pl pg pt ally Seg sSIIy Coppel Goad SLL! clips Ghat Tabs ELS 9 Sloe! Goll Ges Goss O07! el pane pS gb Lag! pl YI ASI y gee Jae ANT Gadi pal WG cbs Gad sage Vy ols Wuboa YERG aes lf LaLa yl Nia Tales seb ght! JLA ITs JL SNL Spe MAR LB! (8 8 RAL J pqeell SHI pall Gy spall es BG i A) 6 Bly! say all Glad! ga a ¢glyall G52 ob Gal Vi teak Ga be -T 6 jlall UA 8 pal Vi ab gale é Sy9Lll ye Goad elga¥l daub pa le - 212 Geography of the Middle East (i) Read the following text Slsgul! and give oral answers in Arabic to the questions which follow it, logudl jeg Gyghe Goalies £3 Sf Lada Si gb Uys peSi Slo sal! Taglpa ee Ciba Sloped! JL edt ey Ls Oe eh la ie Soll I Saal pag gay TGA Ll cans ose Bagg LAU LS gle Opt ats el it Ny clad jg ey jay Deal gs pe de be Op Gpisal yhoo Jpn ¥ aby ald UEbGL! 948 gd shLly. Pai eiey Si gl panes coma Gl peal JL pd oS) GLLM y 3 2S cept Bab phe J5ie GLAM ods god eS JL AI! bie Spl ye ppg Gok oll Lag BS Cae JS gi USL8 i plo gall gh Lely col SII gd} CaLAYL: 8H y pweually jal Labi! og poe JS pbLl Jjae 39 8S OLE Jad Sa) lapel ote ob ul Lyle g Chel gb pel Gees i a5 le Soe Slo gaall gi aa ee ie ena = Sie Cyl Jysll Se WS) Glog Ua - 7 Slo gual! pb Lyyl panel! UBL! ga ai - t @ apd] huey Ibe gle - © Sjagll gue Glogudl JLab Sa pa Ge 1 6 yaiS Uibill oie 4s pbb da -V SLuas dygl pace Gloguall JLad pd sySV! GLI Ja — A ¢pbLL oie pb Ties US yo pS Sal bt Ups = 8 S GEL oha gd Ll! Ce s5e gall LG - cgi Sate a= lage Soe ugh HS phe Ji da - WY cghapcll aie gS elill just Fe ge wvWritten Arabic texts 213 5. Written Arabic texts 2 . (a) In class, read the following text from 4\ jLes entitled glee i,a! ji, then complete exercises i, and ii. which follow it yt ste et gb es gL gi Gy all os pang obec gud Gill ge easy Lapel bya UU yoy Cosy ead Lapp a SLA ON gag oa ch Gaede SLA poy Boe ay pel IL! coll pig 13a gsi wp Ce yy p peal! pial Sey cecal y deol! Ul ball Gane GL eel Si Sat5 Yee LS dasal yl Yolen Gs pal Ullesl cell Fuel US Lag yield Rall Su 52 ya Guede gh gl pall sage gl 5 NISL ll Glo GIS SLD es gl gee ll Sly pall GT g8 LAS Layo sis TT Rha GLa lssal go ZA. oe SASL we! 8 Ld UL olde pays OLS 15a cbse Uys SE i YL Giabas Li tually Ups ji Dales pls Sayyed! Byapall ad Lie elotl eda lissy Ce ee LS HINT lle ae Soe pee Says IS Lh 5 SY Libis Ge gs Boyes plu II (Guy Lal) hud! pales pels Wee Soe AST poe sed GSI Cab Lal Jpg pelt gl pall pa le Bll gall aad Spe opt ob ai peg SL a tl (pb ps uly SLAB gd gs gill ee SI LLG Jal Ql! Spell pSe pies VV. Ugly sang ewe Soe cp pl Lyd capensy coe Batol Ugg bell GALAN gb pla Lal (GLU! ASYI Uske Jew tue Gd TLS Gl!14 Geography of the Middle East oS BLL Auta Lad! J gga Gibie peel Lge GLb JL all ye Usk apap Ge SS pe Jala! Slolag Cabell Ubud! ois Led ge peal LaS costal 58 ype od aa JL! gb pel ged Glee pb Lelie Led lel ¢ L455! aay agin Sh! Lasts Gas Lana | ie Y.V0 i Answer the following questions in English: 1, Which countries border Oman? 2. Which seas and stretches of water border Oman? 3, What has Oman's link with the sea enabled it to do? 4. What is the approximate area of Oman? 5. How can Oman's territories be divided? 6 S 8 How are the inner regions of Oman characterised? ‘What is the height of the highest mountain in Oman? What is this mountain known as? ii At home, prepare an idiomatic translation of the text. (b) As preparation for sections 7 and 8, read the following text on the Straits of Hormuz. At home prepare an idiomatic translation of the text. Se yh Guade Dead Ge de ye Ui ELL Gas pe hls pas fet Gude O! GANS Sg gal YI all I) SL ad all os Shas Cals GPR RLLL 5 jell Gus be SL Se YI gee GSAT IL Leg Gedy COM Bye g Ciel cute Baye Opes Cabal ells LB Nay Shee Go ptey Leees ge Ms Lalas Lal ay! el oy grat bee ASS gan gi Ges! 28 gd Jad Gaede pee pas gl bal I EL Lily se SST aS pty Leng oe phe ESL Jalna ALYeee Written Arabic texts 2.15 aero potbentSgrclsiee eae de teas pee LEG OLS Les duals SI bo gagll igh Gag y Leese Dees Goebe Gro Ta pus taped a yl ce SATS Lae Gana Opa ag Sg 6. Written Arabic texts 3 (Classical) (a) Read the following passage by the famous tenth-century geographer Ja 5> a! about the extent of the original Arab Jands, then complete exercises 1. and ii, which follow it. cll ols i ety Led ay Ly I OY Goll Jb SG Lass od pe Sti ol all albsis call ths stl! ost seam at clas Go itd pan ae ems gls i lee ll pete a Quy! gle Shad pal! gb ee cle Ee eaeins fae alee le bbe im Song Lal be aoe ie ll pl dele 1a oa pall sls be Shae el 5S i ll te ppl) pa By Old pal on GIS Ng pl ol SUG ple pe LS Cy Ch le Tae SHIN, Ss ged gas bike phate, lhl! ll des ines TE ps (Lede Se Ug Se) eats Gates ol! pop bye Sd SUAS Boaeally db sl pb cle le Ologay Dla sily CHamwld Jae Ooty “SAL ally BI pal oll Ge Lae coe opty wilh alps Gas thes GIy wills Byalll ! 6S Gaae ee OF Lops ipoliuy p25 5 So St All gl) sail el shy a pad Jae ne Lens a phy Sl ol! pete SS Stl! ob 3 phe oll ask git Ug gy Cpa Ley Lally Lan Ny16 Geography of the Middle East cole Sal 5s 38 SU I! ool pil ole f pba y Sa Al) ABI ol gen ghey 545 9S gle B yaa GSI Gals gldtie busly sie Lys ylay tgs sola Le Gale’ bul, coh Upatlass 5 peal! sl ge ple pated y Seiad Ab le pe ole ol! pes Vocabulary he shore; coast pina district sth ge outskirts ales to adjoin cols wide wadi beds i Answer the following comprehension questions based on Gad) jl in Arabic, Soyall has GUS GI5U Faa4! GU - Solalke Ge SIS yds Nabe — ¥ Sm sb ye oe zal sls sa pps GI S peal ge eal lia Ga La € Segall pall ye e5all [aa aul Le — 0 Sahl Byaa ll eye Ly ii Identify as many as possible of the places, river and give their English names. and seas given in this passage (b) Read the following passage by the famous fourteenth—century Arab traveller Ub gles Su! from Lb shy 531 edLe 5 about Sana'a and Aden in Yemen, then translate the text into idiomatic English, SSIs i! Geely GU Qed! Glebe Talus 23 cadly Cells Boel ay celeine Ligae I) Iblis cd ually coaally pe ¥L Lalas 3 Laat Cie Bae Ls lV cel Raab ely gll Use ng bly ASlgdlly La dis isJ5ay Ll Lt alls Sally HI ole SbUI Gi atl ey rite US coe lll aay 55 GaSe Le SSSI BGG pL gh ceeeey LN Sl gpl ake Spleens 59 pALALLG GI WT ells 9 Wj Uasi SY pelo les ol) Spd pat & pee Jené phil J53 Iola. is *s ped Lady qelyall Qual Ge clos olay Labial y Gadi poll gale Lisl pe pad che peal ols gaye te Digs gd! Lge paw AS ce YI Ugal Jaa Vy gs aad Jlaalls pbed! pall Jabs cola Vg pab Y gles £55 Vy BS Les Gag alg Se cUpie sas cle Ul y pbb ali Ul Gad eaten gaslie lars Gs ay Ea Lai oe Illy Gadd pas “Ls Sai es ty all Bad pty LEI y JUL pagaile, eS Gy ols yo Le SIL Gl! SG aig! SEBS sHSLg yg potas SLILEI s Gold, Lalas ee slaty Ley GySLn sig! slaty ay ady syeliuns Luasl Notes BAL gi Las pie —) Le aks yi G5 = 9 7. Grammar!stylistics (a) Countries and cities i Most countries are feminine in gender: these include Ls j 545 Sautl, jaa, I pall; a small number of Arab co , however, are masculine. Masculine Arab countries include: GiLI, 4 ,¥, GUA, Slasud!, Gltl. Some countries, e.g. ¢-al/, can be either masculine or feminine. ii All cities are feminine. This is probably because ci MES, C18. Sry ys18 Geography of the Middle East ‘Beirut’, wld Fez’, etc. are felt to be abbreviations of os pa» Liss ‘the city of Beirut, jals Tiss 'the city of Fez’, etc. where Gas ‘city; town’ is feminine. (b) aud There are two words for ‘some’ in Arabic: ,Aa,and @.&. To say ‘some X" both these terms occur as the first term in an isles! phrase, as in: aLY! JAay ‘some days’ (Aa; followed by a definite noun) and plsi dass ‘some days’ (ads followed by an indefinite noun). The two words however differ in meaning. While Aa, can be used to mean some of any number (including one, where the meaning would be, for example, ‘some of it’; e.g. caigl aes ‘some of the time’), eras is used where the actual number is between 3 and 9. In modern Arabic another difference between ¢.A, and Jaa, is due to the fact that aa, takes reverse agreement with the following noun in the same way as the numbers 3 to 10: the form used before nouns where the singular is grammatically feminine, while the form ia, is used before nouns where th grammatically masculine. Thus, ‘some girls’ is translated as Las while ‘some boys’ singular i is translated as 3¥ si Gedy. In Classical Arabic a.As iS used before nouns of both genders. Examples of ud, include: ete Leb alll jae JENS OLS Lee AES isi Laas yay cal pa ‘It is an amount a lot less than that which used to be transported through the Gulf a few years ago.’ (ch. 1, 5b) Seal pe Le pads pops ad easy ‘Only a few hundred inhabitants live there.’ (ch. 1, 9) (©) qu ‘The term <5 as the first term in an {Lal phrase expresses the notion of 'semi-’ or ‘almost’. The second part of the {aL! phrase can be a noun or an adjective. 424 commonly occurs in the phrase 3 p13 <1 ‘peninsula’ (literally: semi-island). Examples include: 4k ole ps gb kay Lol! yall gb Bas Gyule 00. gas els around 550 million women in developing countries living in almost total deprivation.’ (ch. 10, 5c) ‘The Arabian Peninsula’ Jas yall Byajell ut eels A! Jo ch IS ogy DLAI gi a BLAU gSGrammaristylisties 19 wale A! Joes pis! oS! On LI! gi a BLAU SSI aeeee toes “But the tragedy is because the conflict between the black groups had turned into almost daily slaughter.’ (ch. 6, 11) sh as 'semi~, as in: The verb «444 can also be translated into Ul pSall quby Ley al SYT gid "The Kurds enjoyed semi-autonomy [4.44 Le meaning literally ‘that which resembles'].’' (ch. 2, 5b) ° (d) ‘Semantically light’ verbs Arabic prefers sentences which begin with a verb to sentences which do not begin With a verb, and therefore some verbs are often used where they do not appear to be strictly necessary, either for the grammar or for the meaning of a sentence: that is to say, such a verb could either be omitted or be replaced by a noun or adjective phrase, and the sentence would still be both grammatical and make sense; the verb is added mainly for stylistic reasons. Verbs which are used in this way for stylistic reasons can be called ‘semantically light verbs’, These verbs are used predominantly in the imperfect aspect, and are generally found in descriptive texts. semantically light verbs include: gh ~ eis to be located This verb is used to describe the location of a specific place, asin: ual 8565 ga Zyl ‘Iraq is [situated] in the continent of Asia.’ (ch. 1, 4bii) The subject of a3 is usually definite, as in the above example. Occasionally. however, the subject of a3 s is indefinite, as in: GAUL cal (Sae} GARY! pall ones gelb! bool oo [eka] Bylb Jas Gal "Between the Atlantic Ocean and the Mediterranean there is a mountain whose name in Arabic is 3 ,Ub Jas.’ (ch. 1. 4a) aa gl — a4) — 10 be found When the location of an indefinite noun is described, the verb most commonly used is the passive of the verb 4.3 to find’. This is often translated into English as ‘there is ...'. Examples include: "There is no water in it.' (ch. 1, 4bii) ale lpg {ase} ¥20 Geography of the Middle Fast US 5 65 gga SU) Gall cal ah (9 55) There is no people called the Kurdish people in Turkey.’ (ch. 1, Sa) cake si Gee LS I! LA pa Bale (05.55) CaS Deas QLel . . Bala Galea! "The highest level of illiteracy is normally [found] in countries which suffer from severe economic crises. (ch. 10, 4c) bls Jib (555) 2503 GL ile 5! Laas ‘tis said that on the door of his tomb there is a huge lock.’ (ch. 11, 4a) Occasionally, the subject of a5 54 is definite, as in: els)s (sae Gaede) goal ally Goel seal ow (sa su] { olae ‘Between the Arabian Sea and the Persian Gulf there are the Straits of Hormuz and the Gulf of Oman.’ (ch. 1, 4c) ~ gly— 10 amount 10; 10 reach; to cover This verb is used to describe amount or distance. The subject is usually definite: hs Ls cae Lye 5 5! (pla) SLES BS GbL bi ‘Large areas are covered by dunes whose height [reaches] is 600 metres.’ (ch. 1, 4bi) cee BST (AL GH op! Nha Sold IL! gn see elas, VAA0 ple pb eens SI ylides Lad, "The world's population will double this century to reach more than five billion in the year 1985.’ (ch. 9, 5a) Log oi tales Gud lye Yabo (Abs ‘Its area is approximately the size of Europe.’ (ch. 1, 4bi) Compare the following sentence where the verb gl, is not used, but quite sed: y could tose pie sLS Soule Gaload ‘Its area is one million square miles.’ (ch. 1, 4biii) gle + sa ju— lj —10 be more than This verb is generally used in the negative in the sense of (42 Si jal and describes amount or distance:Grammar/stylisties 21 Lappe | pRe Oped gle eed (4255 9] ‘Its area is no more than 50 m. sq.’ (ch.1, 9) The verb is less commonly used positively in the sense of 3» 55Si, as in: Byte (Se see) be Gaal! Joel SI SLI! Las 55 5a GUL ‘They estimate the percentage of words of Arab origin to be more than 10%." (ch. 5, 9a) caste [ile aaa) peal Ayal ob gi Qoape ll I SY! ase Lass gabe ‘The number of Kurds in these countries today exceeds twenty million.’ (ch. 2, 5a) 5 gla 10 exceed; to be more than A verb which can occur in some of the same contexts as gle 145i 5 sla ‘to exceed’. This verb is used in particular in reference to age, as in: ple G¥i G91 (55les] GY open’ ‘Its age is now more than four thousand years.’ (ch. 8, 5b) This verb differs from most other semantically light verbs in that iti used in the perfect aspect. enerally oe + da-to be less than This verb has the opposite meani sense of jy» Ui aus! 2 to al. It is also used negatively in the 8 > Batively Shas Gnas sly Lud Ge eye (Udy LR ‘Its width is no less than forty-five miles.’ (ch. 1, 5b) aed - pahel—t0 be considered This passive verb is often translated into English simply as ‘is’. It is often used before a prepositional phrase beginning with 3-2 which is used in the sense of ‘one of the ... (e.g. largest, oldest, richest)’. wis is always followed by a subject complement (a phrase with the same referent as the subject) which is either a prepositional phrase, or a noun or adjective phrase in the accusative case, just as to be’ and ‘to be considered’ in English require a complement in such sentences as: The children are rather young. He is considered very clever This is considered to be one of the worst years of the drought.22. Geography of the Middle East Examples of sentences with sie’ include: GE GRE tae Ue SE (5) Gil Gal Li . - Ha pal Bye ‘In terms of its area it is [considered to be] the second [largest] Arab state in the Arabian Peninsula.’ (ch. 1, Sa) Tecate! JSLEL adel pe { vie5) JULY! Luis 5 ,aLs "The phenomenon of child labour is {considered to be] one of the most complicated social problems. (ch. 9, 4e) Haslas] USts Gud! (05) ‘Mliteracy is [considered to be] a human problem.’ (ch. 10, 4e) LESS! IGS iy si tales gle Sobel! eda! ods (2555) eel ub "This place which occupies an area of four hectares is [considered to be] an extremely important discovery.’ (ch. 3, 4a) tal~10 be considered A yerb which is less common than 4, but which is used in the same contexts is =xamples of this verb include pyaill posal go ,GU date Lita! { "This discovery is [considered to be] an important addition to ancient Egyptian history.’ (ch. 3, 5) (e) Pause and liaison; high and low style There are two acknowledged styles in spoken Arabic: high style and low style (with gradations in between). High style is differentiated from low style by the pronounciation of final short vowels on nouns and verbs within the sentence (in liaison), and by ranwin. These vowels indicate case (nominative, accusative, genitive), mood (indicative, subjunctive, jussive ~ the latter taking no vowel), person in the perfect aspect of the verb (first singular versus second masculine singular), and gender in the second singular object pronouns ~ J 'you m.s.' versus J 'you fs." Shoft final vowels are not pronounced in low style — with the exception of the — vowel for the second feminine singular in the perfect aspect of the verb ~ e.g: eS 'you fis. wrote’. In the case of the second singular object or possessive pronouns, the final pone is sometimes pronounced before the consonant, as in: “ysl taught you ms.’ and Gku'ys "I taught you fis.', and GL. 31 ‘lam ng/teach you m.s. and a ' 'your f.s. house’ (this is a pronunciationG mmmaristylistics 23 which derives from colloquial forms rather than from standard Arabic). Notice that this transposed vowel is pronounced in place of the mood vowel of the imperfect, the person vowel of the perfect verb, or the case vowel of the noun. Tanwin is not pronounced in low style with the notable exception of adverbials such as tals ‘especially’, Iss 'very', 3 ychLus ‘directly’ where the accusative ending | is pronounced. AL the end of a sentence — or, more specifically, when the speaker takes a pause final short vowels and tanwin are not pronounced irrespective of whether the speaker is using high or low style. Thus, there is no difference between ‘you m.s. wrote’ and 'I wrote both are pronounced as ucS. In most cases this is unproblematic, since there is little difference between low style and high style in pause. When the final vowel belongs to the third masculine singular object pronoun, however, it is easy to fail to hear the pronoun, in particular when the pronoun is attached to a preposition which ends in a vowelless consonant. Thus, ‘about it ms” is pronounced as se and 4s from it/him' is pronounced as (8) The use of pronouns to refer to place The English locatives ‘here! and ‘there’ are used far more than the Arabic locatives cJLas and Lia. English sentences such as 'I travelled to Syria, and from there continued to Kuwait’ in which a specific location (Syria) is mentioned explicitly and is then referred to by the locative ‘there’, ‘there’ is best translated into Arabic, not by eJLaa, but rather by a pronoun which agrees in number and gender with the specific location, Syria. Other examples of the use of pronouns to refer to pl nclude: ae Higa yl! (lds) sale ‘Then I travelled from there [i.e. the city of Sana'a] to the city of Aden.’ (ch. 1, 6b) (lesa) Say (Uys) UH! oY Goal gla isa ‘| began with the regions of the Bedouins because the gibla is there, and Mekka is there.’ (ch. 1, 6a) (lig) Lats jose Se L5G all jae "He kept Himyaritic tribes there and they stayed there.’ (ch. 2, 6b) Katle (Ugad} pele! Gas Gi! Nog ad ab sl pe "Despite the fact that it is a poor country the percentage of educated people there is high.’ (ch. 10, 4c)24 Geography of the Middle East 8. Aural Arabic texts 1 Listen to the aural text from jg! alias, no. 6, side 1, item 1, which deals with the Mandib Straits, \ Gaill Gl, 314d, then answer the comprehension questions below. This passage was produced before the unification of the Yemen Arab Republic (North Yemen) Ts ya1! Gaul G5s¢<> and the People's Democratic Republic of Yemen (South Yemen in 1990) jal G55¢e5 Lasal! Erb! inull. Read the comprehension questions through before listening to the tape for the first time. 1. What is the length (J 54) of the Red Sea 2. Whatis the greatest width (... G2 (aii) of the Red Sea? 3. Where do the Mandib Straits lead to (1! g+ai4) in the south? What does the width of the Mandib Straits not exceed? What destinations, to which ships make their way ((.1! i 4241) from the Indian Ocean, necessarily (4 ¥) require passage through the Mandib Straits? 6. What African countries border the Red Sea to the west? 7. Where does the Suez Canal run to and from? 8. What Gulf lies to the east of the Sinai peninsula? 9. What are situated at the head of this Gulf? 10. Which countries are situated to the east of the Red Sea? 11. Where is the People's Democratic Republic of Yeme the Mandib Straits? 12, Where is the former French colony (3 220s) of Djibouti we ituated with respect to 9. Aural Arabic texts 2 Listen to the aural text from g/l sLaa, no. 26, side 2, item 3, GL jusds Y Gill, on tape, then complete exercises i. — iii. below. i Fill in the gaps in the following text. You may find it useful to read through the gapped text a few times before you listen to the tape. One boo Laks OY QI LY) st OL Guts » stg! Lyall___, cA PL agg sah ey 3 Y glutly 2 bE Gass) sic [ie gh — ie orAural Arabic texts 225 ce US Nyaa Gi LagaSle pubis 35UI Gd y Jalgedll os G55 3 3 cote pes Y Geel Ul y Us gg Lie thes Y ll agaley Laie @ L335 gi Le yin’ 5 Bs Bal fas SL as os ce eth as U ——_-!! Aoi aby. Gaal tel dal yee IS 3 3 ele Lei esi eo fall SIS age La glial naius So lise Sabb soles So 9. Gos dp. Laglial Answer in English the following comprehension questions based on the text Y Gaal GL Gude. Why are the Mandib Straits extremely important? Where does the Red Sea lead to northwards? How wide are the Mandib Straits at their narrowest point? What can sailors see from passing ships? What separates the Straits from the Arabian coast? How large is the island of Mayum? How many people live there? IAWEYNSaphy of the Middle Bast 8. Why is the number of inhabitants so few? 9. When did the British occupy it? 10. What did they hope to achieve by doing this? 11. When did the British reoccupy Mayum? 12. Why did they reoccupy Mayum? iii Structure translations based on ¥ Gail! Gl Guedes. Translate the following English sentences into Arabic using relevant constructions to be found in the text at the points indicated (e.g. QI, Q2, etc.) This exercise is designed to help you identify and reuse specific grammatical constructions in Arabi 1. This issue is extremely important. 2. The Suez Canal connects the Mediterranean with the Red Sea. 3. This problem will not be easy for the government to solve. 4. The present government lacks the necessary knowledge, 5. What were you doing on the day of the Iraqi invasion of Kuwait? 6. I didn't do anything for fear that you would get annoyed 10. Written English texts (a) Making use of constructions encountered in the Arabic texts above as far as possible, translate the following text adapted from The Middle East and North Africa 1996, | (London: Europa Publications, 1996), p. 1023, into idiomatic Arabic. Give final vowels in all instances and translate numbers as words, Republic of Yemen Geography On 22 May 1990 the Yemen Arab Republic! and the People's Democratic Republic of Yemen” merged to form the Republic of Yemen. The two former Yemeni republics had consisted of the south-west comer of the Arabian peninsulathe highlands* inland, and the coastal strip along the Red Sea; and the former British colony? of Aden (195 sq km) and the Protectorate” of South Arabia (about 333,000 sq km), in addition to the islands of Perim (13 sq km) and Kamaran (57 sq km). The Republic of Yemen lies at the southern end of the Arabian peninsula. Yemen is bordered by Saudi Arabia in the North and Oman in the East.” The capital of Yemen is Sana'a’ which lies on the al-Jehal plateau. Notes Ve Hay pall Leal a spa 2. Kast Cabl pS paral! Gall Gey ypeWritten English texts 27 leis I Translat elaies an active sentence with ‘Yemen’ as the object. 3 4. 5, 6 (b) Making use of constructions encountered in the Arabic texts above as far as possible, translate the following text adapted from Peter Mansfield, The Arabs, (London: Penguin Books, 1980), p. 48, into idiomatic Arabic. Egypt: the centre of gravity Egypt has 39 million people and is easily the most populous of the Arab countries. About one third of the Arab nation is Egyptian, Its inhabited areas are the most populated in the Arab world, because! although the area of Egypt is” the area of France and Spain, the Egyptians live only in the valley and delta of the Nile (with a few thousand in the oases of the western desert), which are no more than 4 per cent” of the total area (about the area of Holland). The consequence of this is that Egypt is one of the poorest Arab countries in terms of income per head, even though it is one of the most advanced. Notes 1. There is no need to translate ‘because’ here. 2. Translate as ‘equals’. 3. ‘per cent’ translates as GUI _g3. 11, Précis Read the following text from 4.515, 1963, then produce a précis in Arabic. Bee et Son ph pall patil oa coh Be pepe gh gall Ce eg SI od Obst ns ede gag. ol lees 559 Wlady La jlatl 538) ol wad! Sell Las Speed YT a LU pb 03 Baggs Fylde Sli geal sly elas pasa Glam gle [plac plbe wtp GEL os ph ay Kehy Ua egy Gli ASL ye Gaull obs GyStdys Yad oh phy. Bay Laden 53 Lal bi oy UbSLall28 Geography of the Middle East Baal Bolas pay. AILS! 53 Cll El sS) opel oe al Gulls eng: ALI Ui ue 28S Gl! suse ys Kull ge SI Byrd ys cbekts Ged gas ped Gog LAU dg 3 yA asad gue d ale ods ata gale gs de eall ibs eae pe Ips pad y Linda y nili ¢ LAS! be gi ky Geld! SOUL Eble 53 S40 Gs GUL p55. pall La gBall USs 555+ Lee si Gee de Hee Le! Ls seks ak Bgl oe Weds USUI! jl tiy Gd! pb Gels! deaths sts cA s SES ly CU s G55 HI! Eolsdls el ol AI Wasaga! JBL g 55) oes Rags Cass ISI gle Goa Gd das PLS II Lg all poh G28 Gi LS ees pall he Yo Basa ye Ig slot eins eb Hgts A ell Gog GEL Gola pany GILbs] TS AAU Qalally Jyloally Lye engl! Ube! gle LpLel 5 obYy 43555 pes yd 3 Le gSsll 553 ple fp al pel Lally SS ph pet ey ciras ppaillcseys aby. Lass ayes dued BoB pb eg Ss Ll pe Lal pL L155 Ge Gl Lol aul! oda QoS JI53 Y ye Gs Ligne GoW Gael! Gall asi ey «Paes ab gia 2b Ugbal GIS. Layl wis Baas tad)! Gal! « Uae Y ly Jp auall ole Cale ea S588 eH eH US pb pe BAS le Jus LS « UN LB hy ole I od culpa Led Mba aad ys Lally cbs Jb. SiR! 8 Lazall 4a Si cls way «Slats one Ge GAs i pgihene Ga Led GIS Ae Le pA AALS jy ee Gaya Call oda gs Ly wy lS eG yte uae pasPrécis 29 SU ASG WO ally Lapel Ban sll cee Lis gd pS beds Gal crntlen sds ABBAS ay yl LAS Cl od! Lats Ge by sa Sel papel Sell oe Tek Ye et 5 S58 12. Oral Gel gape pha gel! Gb yl! Gal ae (a) Individual students to present a brief account in Arabic of an Arab country they know (€.g. Glagedl «piljall opdkl Glial «pees all) (b) The student presenter then asks the other students questions about the country The questions should include some which require factual answers and some which require subjective, experiential or hypothetical answers, For example: Sabla! odd 3 slab! Glad! Gal) Sigglpace pi Lae wh ga dat Cle gS gi Lapel! Byajall go GS Ja will oa i Qi CYS 55 bey all oda 55 Ja £ Saal a cuts LL - 6 S15 s Sl cbineel La = 0 (c) Open lecturer-ted discussion on the geography of the Middle East. 13. Essay Making use of the vocabulary and ¢ an essay (€. 150 words) in Arabic on the topic ci ps pe yb. As far as possible structure your essay around the following questions: .d in this chapter, write Sankall oa QS Sally Updaes ll salad! pul Le — Saul doles pS - 1 Sasha go Gaull sae pS - 1 SUa pads gi Celica gi Lel IL Ge hans Ja Slaps pt Ley Lull 0a gb pL y Oull eal pa 92 Ethnic groups in the Middle East Basic background materi ial (a) Ethnic and religious composition of the Arab world Total population of Arab world (including non-Arabs): 215 million. Morocco Algeria Tunisia Libya Population: 24m Population: 25m Population: 8m Population: 4.25m ethnicity ethnicity ethnicity ethnicity Arabs: 60% Arabs: 70% Arabs: 97% Arabs: 95% Berbers: 40% Berbers: 30% Berbers: 3% Berbers: 5% religion religion religion religion Sunni Muslim Sunni Muslim Sunni Muslim — Sunni Mustim small Jewish minority small Khariji minority small Khariji minority Total Berber population across Maghrib and other states of northern Africa: 18m. Egypt Population: 53m ethnicity Arabs some Nubians in south religion Sunni Muslim: 90% Coptic Christian: 10% Sudan Population: 23m ethnicity Arabs: 60% non-Arabs: 40% (non-Arab southerners: 25%) religion Muslim: 70% Traditional tribal-based religions: 25% Christian: 4%Basic background material 31 Israeli-occupied territories Israel (West Bank, East Jerusalem, Gaza) Population: 4.5m Population: 2.1m ethnicity ethnicity Jewish Israelis: 82% Palestinian Arabs: 100% Palestinian Arabs religion Sunni Muslim: 90% Christian (various sects): 10% (There are also at least 350,000 Israeli settlers in the Occupied Territories. These are included within the population (Israel religion Jordan Population: 4m ethnicity Palestinian Arabs: 65% East Bank Arabs: 30% Circassians: 2.5% religion Sunni Muslim: 94% Druze (Muslim): 0.5% Christian figures for Israel.) Lebanon Population: 3.5m (excluding 750,000 who fled country during Civil War 1975-1991) ethnicity Lebanese Arabs: 88% Palestinian Arabs: 9% Armenians: 3% Kurds: 3% religion Shi'i Muslim (Twelver): 35% Sunni Muslim: 23% Druze (Muslim): 6%. Maronite Christian: 18% Orthodox Christian: 8.5% Greek and other Catholic Christian: 5% Syria Population: 11.75m ethnicity Syrian Arabs: 88.5% Palestinian Arabs: 2.5% Kurds: 8% Sunni Muslim: 70% Shi'i Muslim (Alawis): 12% Druze (Muslim): 4% Christian (various sects): 14% Total Palestinian population: 5.5 million, including 500,000 in the west or in Arab states other than Israel, Israeli-occupied territories, Jordan, Lebanon, Syria. Total Druze population: 750,000, including 100,000 living in the west.32 Ethnic groups in the Middle East Iraq Saudi Arabia Yemen Population: 19m Population: 14.5m Population: 11.5 (with over 2m migrant (with over 3.5m migrant ethnicity workers prior to 1990) workers prior to 1990) Arabs ethnicity ethnicity religion Arabs: 73% Kurds: 23% Assyrians: 3% Turkomans: 1% religion Sunni Muslim: 43 Shi'i Muslim: 50% Christian (various sects): 5% Arabs: 100% religion Sunni Muslim: 96% Shi'i Muslim: 4% Sunni Muslim: 50% Shi'i Muslim (Zaydi): 43% hi'i Muslim (Ismaili): 7% Total Kurdish population: 22.5 million, mainly in Turkey, Iran, Iraq, Syria, ex- USSR (Georgia and CIS), and Lebanon. Total Christian population in Arab world: 9 million. Oman Population: 1.4m (with 500,000 migrant workers) ethnicity United Arab Emirates Population: 2m (with 1.5 million migrant workers) ethnicity Arabs: 92% Arabs Baluchis: 8% religion religion Sunni Muslim Khariji Muslim (Ibadi): 75% Sunni Mustim: 25 Bahrain Kuwait Population: 420,000 Population: 2m (with 150,000 (with over 1.2 m migrant migrant workers) ethnicity Arabs religion Shi'i Muslim (Twelver): 60% Sunni Muslim: 40% Total Si Total Shi'i Muslim popu workers prior to 1990) ethnicity Arabs religion Sunni Muslim: 70% Shi'i Muslim, (Twelver): 30% Qatar Population: 420,000 (with 300,000 workers) ethnicity Arabs religion Sunni Muslim ni Muslim population in Arab world: 182 million. ation (all sects) in Arab world: 17 million,Basic background material 33 (b) Who are the ‘Arabs'? Consider the following from The Venture of Islam, by Marshall G.S. Hodgson (University of Chicago Press, 1974), vol. 1, pp. 62-3. The term ‘Arab’ ‘arab, as noun and adjective, has been used on at least five levels. (1) It has referred — perhaps originally ~ expressly to the Bedouin, the nomads and especially the came! nomads of Arabia. (But careful usage has preferred a special term, arab [lye sg..gsl yi] for them.) This has at times been the commonest usage of the term in Arabic. However, to render the Arabic ‘arab in such cases by our ‘Arab’, as some writers do when translating, is bound to be confusing and is to be avoided. The reader must be on the alert for such a usage in older translations. When a pre-Modern Arabic writer, such as Ibn-Khaldun, said something uncomplimentary about ‘arabs, he was usually speaking only of the Bedouin. (2) Then it has referred to all those claiming descent from or old cultural identification. with the Bedouin or their language, including of course the ‘settled Bedouin’. In this use, it has historically sometimes had an implication of ‘Muslim’, since the early Muslims were Arab in rather this sense; but the early jurist Abu-Yusuf, using it in this sense, included also some Christians and Jews. (3) The next extension was to all those peoples speaking Arabic~derived dialects, whatever their relations to Bedouin traditions or to Islam; in this sense, whole peasant populations can be called Arabs, (However, those among whom the literate have used some other than standard Arabic alphabet ~ for instance the Maltese and some other non-Muslim groups, especially Jews ~ have commonly, but not always, been excluded.) This latter sense is essentially a modern one. In using it in this work I am retrojecting it, for convenience's sake, upon a set of groups which might not have recognised that they formed a common category; it is analogous to having a common term, 'Latins’, for all the Romance-speaking peoples. It must not, therefore, be lent any ‘national’ overtones: in this sense, ‘the Arabs’ have moved toward forming a nation only recently. However, it is the commonest modern usage and it must be remembered in this sense the Arabs are mostly neither Bedouin not tribal; they are, in large majority, peasants, living in villages and closely tied to the land. (4) It has, further been used where the normal language of literacy was the classical Arabian, or Mudati [gg p=48], Arabic - whether the home vernacular was Arabic-derived or quite unrelated. Usually this usage has been restricted to the individual level. Persons who wrote in Arabic but whose own language was Persian or Spanish or Turkish or Kurdish have been included in what is collectively ‘the Arabs’. Where whole peoples have possessed literacy only in Arabic — e.g. the Somalis ~ th usage has not usually applied. But even at best the usage is very dubious; it sounder to say something like 'the Arabic writers’. (5) Finally, there are to be found authors who will seem to use the term for all peoples among whom Arabic is used at least in ritual. This is never done consistently; but it seems to be the implied definition when a book on the modern Arabs, for instance, includes, as illustrations of past Arab achievements, pictures of Taj Mahall in India or of illustrations to34 Ethnic groups in the Middle East Persian poetry. Such a usage is thoroughly confusing and unacceptable (c) The following is a saying from the Prophet on the subject of who is an Arab: Ube ply Ol ye Sub eed pete 968 dlls ISS gad Ll oe 2, Additional reading (a) Hourani, A History of the Arab Peoples, pp. 96-7: pp. 104-8: p. 434. 3. Key vocabulary Taking as a starting point the texts in this chapter, draw up lists of vocabulary in the following fields: (a) Names and terms used to describe ethnic groups. (b) General terms for: people, race, migration, e 4. Written Arabic texts 1 (a) Read the following text, then give oral answers in English to the questions which follow it. You may find it useful to read through the questions first, in order to gain clues about the meanings of words used in the text. eH Ld Sed ai pe pall of QL! Lal ole last! oda Gsbui gf Osh OI! sos Las jall Boje ai Ot gape Gybll oyitbisy Uei 3,Laey gyrieds [sls wl ME GS yo pay Gu sae alas GSI y Boal cobe pBael Coe Cap! I Go tall oa Ghul do a OS Soa A dG dl! Gb aged OSL USL: legs JSS VLE 55 es pe gy Sse By Spay Ss QslS¥! a oh chs BLA 5 Ose! Vs Sod adl sy Gp HLS! pgs GISy ES SI a A eR ELS 3p pall bay YSils Gas pay Yitiiuly WLS le Ubalae 1. Who say that the Arabs are a Semitic people? 2. According to researchers where did the ancestors of the Arabs live? 3. What forced these people to leave their country’? 4, Did they leave all at once? 5. Which groups went to Mesopotamia?Written Arabic texts | 35 6. Which groups went north? 7. Which groups remained in the peninsula? ‘8. What did their life of hardship enable them to do? (b) Read the following text, then give oral answers in Arabic to the questions which follow it 3h ola! Up iS GI Gla gut lS BAS U 54 68 peak! Co Upedas Used ShLe ye 55S) Whe Glo W pid 3 2S - SL Le Las pane Se U3 a5- IS ally Us Jae & MLS (Suu Gi Sol God bate Gude - peat ign Bashy O53 gb WIS SLs SLs SLAW GL 8s gi Lecai 2 bd ay ~ Call ge Gaaldis Gpalwe Gla gel! Glad gle Gales stot pale yl Usd CUA 5 ope — Ga aS age GUI 58 Oye Leeda! Gay ye bie Gla gull Glob bie 5! Glisi Chale by oye pit Sw Colel G18 lagu oie Li | Say Fs H GE SILI Gp iall GS pba chet y Ce Lal seg ASUS pg eT op ed Spe se Lagi woke Labs 5) Glad co all pole yl Up de Uy cpebiadl dL) pad Lay yl Bib de pt Slo gual paragraph one Solageall pb BAS Gala JLaa Ja) S Slogan! (p8 SLE! sae QS - SBS Ung Sa Us fad Ja 7 SUggill oka gb Gull sue QS - t paragraph two SSlagaall (9d BS SL Sa Ja 0 Slo geall JLab Gk gua ll all ga Le 7 Sclageall pi yall yas 9S -v36 Ethnic groups in the Middle East Slope! Jl ye Lyall Sl jall Jyi KL: - A paragraph three Sy pebane gla gull oie god Lill Gel Ja 4 § glageall ote gh Baga shl GL! ga le 1. SGlagedl Gyae Gbde Oy 4)! sil pall ines GS-19 5. Written Arabic texts 2 (a) Read the following text, then give oral answers in English to the questions which follow it. al SY wh Sse eal pb Le Boe a tt SI el gl Jods Sloals Gals Qo sees GS 55 pts ban gl Gall cept gle aay pall Jl! 958 ob Goya ll al pS sae St eb opal S55 gk os Bytes pee (Sy Lees Op ol oal pb aaah Eg GI yet! p8 nade They Lo se ppb lag Da! GLY! I! eS BG eae joe od gL a LU SLU bl yl! gd 5929S op pee LAALSI pe (ph paLnY ol SY pes La aay pola Gloall pb asad! Gs SI oleLeall aes Shia Gi Y) lbs! : Lol ga pg pe LAIN AL on La py Lal pg SHU TAL ye bye aS LOSS ee! gb BLS Gs SILI gi Hin Boe bagasse se NERA! ULSAN Cae gall Slpall (ga pL SG lyn Jlad gh Maly! Gall 3 aly EN SIH GL Sle) py cia ll (p3 sl SI pas Joey Golai sy Leal! sey Gol Nap BW pee aS sae Las SLB Sly -61 Ba Gy o9ld si Ng pal Sg 587 sIpSi dla Gi LS gSlLeakl 48 OY! Solesay GullWritten Arabic texts 2.37 Taposi Slabs 28 dee Iysagy— GS 55 ISI Galds - G55) I! sI,SY¥! Gaas Lob dla gi LAS Waals LSU Jie ala, o 5ST HI Spey tey Gonder s Sstiges 3518s ads Qraleill SS gb ob gace sl SY) Cal god pln! pea gl Lawitly Dao gpes Ws Ole! Oo) Gy tl Lad Opes ll Jill sks eels ppt ibs! lS pall 58 U gall oba oi yg Led! Lael tp al Lada Y og SSS ALLS os y gud PLB 9 Bde SU AU SS GS 55 phy Tree poe Lyall ne Chew! ge Le gSall oiled Levke SU sel Glas oe Le gine Le ghee JIGS YAS yg LAN gay oll gb Ley Yaris AGS AU TAU oe Sle Ue tall Boe I UL Gu Sha SHS I SVT gary od eS Orewa LS 55 pt Juan sda lia ae ss Ba feo llb iat sda S251S8 3 SY ol gia! ols S55 58 ge od Cl a seg YG!) 4 gal Igiagy gS pI GRU peas od lI St Rada! C3 LST cole US All Le Sell ELI Ay 44 SIAL ga pga ya Ua JL etl ge phat! ol SV) yy GY «Sle all SST gual al S¥ ‘ US 35 Gy gd LSI gl GIL! La sSe peiagle ab Lay yas USLibe SUE Glall a Lely AU ple ey Lole ype Bal uae pln Ll ca cae ll LaLa 3) al keel fort Goldy Toby GL pus Uesl Stats disse 63 Glad! JL 3 oI SY! oe TSU! Le yl gps pada GY 4 ys pAST Givall JS Leute» SUL 5 cLuilly Les sans loa! ed eal! Ube ¥ Sa SYI ude 58 Le Gl geegll gle Gl pall 2 SVU La se tady aly pad LG Las VARY ple eo gla ll elagued Gall any Lal 3 PLL! pall38 Ethnic groups in the Middle East go Gi Ba SOY! Bs Lyall Olly Gt on ga US 8. paU Spe Gaal Gyo 28 Lead OT saad us Vg Glas! FoR> 358 S95 Sart ub Yad bl ape LAS ssl sya JS ls Gat! 1a spas Le sSall 5835 Oo) Osh wolf eas oI LS 3 2p 58 US I! LaLay ly. pall! pbolee Vad) Goel Glas ely 55 SG Reppescesirmerer ire lp tall 8 LAS 5 3 IST! Cay pI O8 2a! AU LG Gf CUS Ga tauns — Lest! Where do the Kurds live? What is the total size of the Kurdish population? When are the Kurds first mentioned in writing? When did most of the Kurds embrace Islam? Whaat religion(s) do the Kurds profess today? How similar is the Kurdish language to Arabic? What do most Kurds work as? ‘What other jobs and professions do the Kurds have? Why do the Kurds encounter problems in Iran? 10. Why do the Kurds encounter problems in Syria? 11.In what area of life is Kurdish still banned in Turkey? 12. What name did the Turkish government give the Kurds? 13. Why did it give them this name? 14. What problems have the Kurds experienced in Iraq over the past twenty years? 15.What happened in Halabja? 16.In which countries is the future of the Kurds not clear? 17.What does the future of the Kurds in Iraq depend on? 18. What is said about the future of the Kurds in Turkey? 19. What leads the writer to say this? 20. What is the EU (‘Common Market’) waiting for? PRIADAWEYNEWritten Arabic texts 239 (b) Read the following text from ¢!_,s¥! Mar. 20, 1990, then complete exercises i iii, which follow. You may find it useful to read through the questions first in exercise i, in order to gain clues about the meanings of words used in the text. SST gab cee UBSI Soy pee TEL age ced pL gd lS JAS cet Ste OI La Sy ay Why ea OI aay te IL aU! Tesla LAU Cells GSI! gag Gu pH ue peiljas paul Raobned UU gall Gal cad Lyell aS al gy age SSI gl oll Teel phe lly glee oe ed Lae pd SLI All plas gal easy hed Ske Lael phe hee old ee Ub GLa cele hye Sell ulna ots Cd eI URS Gg LHL pSa ates La oI S¥l gas Leal LOLI LB by 0 9S By alas UU gad Bp ES Uys pei fy ell ag Se SIG! tS LS sa aI ST paca (gl aSVl ull I gle Gall! alg BI sal pagel gall Clee GIS SE Ohana! Le glie ga Be lead OLS LS SIs SU Sl gl gg 5 gL! Gg Ural ay ecpatll yg Cal odes Cong gS Qual alee spe Gla gaudy Halls sloall's @lad ly pure clad 3 2S U 53 gauge peel ySly eal cons pb pea abeall pas us GSS aay Leahy aed Leste Joli! ple ager pls gle pads is Prpeeyer ra yermree Prince [let rnrer retires mn) olias GLb II GLA jSbs Sly 5 bey ey ball Goll gL phason ge png TS pall GSI ll sl yS¥l pga yal Jet pak pelts Gil Ay Yl Spl oa obs cail Sy gE! Bye BySI Nga gle pgiSly slide 25 pps sl S¥l pie eli Y gaa opaes bd 52085 ll SY ge pbualy SI 58 ape dS! Lal SY Fadl ye40 Ethnic groups in the Middle East oglua Si way sS1L le Byhpuell ol pees aljtoses [pahS Gyaly pasrls 15h SUB. SLaSall GUbLull le oot 9b ob Le gill I Ly Soul 4 ya phy I yal OS yp Ql 3 oe celhay AB pees gh ode I ba pa 58 calle 3 al BI SYI gas Lisl peal oad LL Kal LLANE ay By jlas Uy Suue 3585 Gl SY) sled GH lial Us yb otsall land a8 ISIS L255 peel pb tall Goh OIG 4S 53 Laan gy Thal gay I ew dg! GL Gall say ee bl. pL Las g! dl GL pS creed da yh! Lo lI SI pall GAS USI LOG SY pall Sy |e je Lees PS pI SU La AIF ak Lad pp es OLS lH : a pelall sl SY) Blake Sieg. Gy dall i Read the following questions in English. Then answer the corresponding questions in Arabic below in section (b) ii: When did the Kurds embrace Islam? When did the Persians embrace Islam in relation to the Kurds? Until when did the Kurds remain clients of the Umayyad Caliphate? Which state succeeded the Umayyads? Who defeated the Umayyad governor of Khurasan? ‘What then happened to this man? What sort of government did the Kurds enjoy under the successors to the Umayyads? 8. What was the name of the state the Kurds founded? 9. Who was Salah al-Din? 10. Where were the Crusaders defeated? 11. How did the Kurds react to the Mongol attack? 12.How did the Kurds defeat the Mongols? 13.Under whose leadership did the Mongols return? 14, Who did the term « 44 541 Lo pll'» refer to at the end of the First World War? Naveen e ii Answer the following questions in Arabic. Sal SYl plu oe =) Sal S¥1 Jad paul Gu pI Jaa Ja = ¥Written Arabic texts 241 eaduy! ERM Gulliys sl SV OS ae = 7 Sage V Uyll cl SII Uyall Gal - £ Spbue s2i UAB pe — ° Soul 555 58 oe - 71 Sopaaabeall pase Gol ~ V Sglian Cisse Spe Lind Usall sl SY! ae libs - A Soldew Sas ias ale - 4 SST 58 5 Ge Ve Sal SY) gas Glee! CoLuall bjs ge Le VN Su gael! Ja dl» Ubaly OSI! aad LLe- WY iii Replace the words in brackets in questions 1-6 with synonyms. In 7-8, replace the existing underlined structures with different structures which give the same meaning olay! (gaael} — Jett! (58) 2 SY! ea ¥ Jsibl Gh sae al S¥I {La53] - 7 pase{e 338} - SIMI pSally st SY! [eas] - Jett! trae {U5lis) Go SI al sd! ails — 1 Toei phe [ella Ge HE) GIRS Go pee GIS 2 Shy Al U gall [lpacage ol] ol SY! ¢ Ul — A 6. Written Arabic texts 3 (classical) (a) Read the following passage by 4 5415 42! from LsdLad! @56, vol. Il, pp. 505-6, then complete exercises i. and ii. which follow OGse dy olusl 8 lt Oseee yall pees bi ple! GUSYL Jaclosel ly ye se GUse Ld Lelbady Glbady ee ek al Le ld Ging Chay Goll LY S3 ¥] gl Lge ESI 43 Saclay oe GUse pty Aad (ol! ay oe a Ba lb a 3 Lely ani apis VAY! Cay te cell Lead Gl dl gd og goa! pS ale gay Jae le! 9S! has ga laa d Gi gle steals Ueelan! ool!42. Ethnic groups in the Middle East pola B gad pe ge de Gly ile tly 3 Sys! a tly GLa! Sof LG ae Lgl Joab icles Lely cole op Lake Gye UY Gal oly) las UM Gains ady didlbs ces RELA Gye AS) JLB Spa Gee HH Ug Rieveeves] ile Note 1 a sSSUl jad bd GLI i Answer the following comprehension questions relating to the above text in Arabic. Spall pelS Goad gee ol ST OLY go be OSI) Guu = 1 Snclan! aly ope Abel lus 95a Spe Goud gi Sul ba ll tose ile - 7 UT ead ye gg Lal JL Hake = € NEN! ull ge Jad HL = 6 laa SG ga 1 ii Translate the text into idiomatic English. (b) Read the following passage, also by 43313 Sa! from i294 pp. 16-17, out loud, providing all final vowels (some have bee Then translate the text into idiomatic English. 5b, vol. HI, ven for you). oles i 8 LS Go Le ons pad Canty (LAY OF G35 ISLS ppt Gal Bay ell Dobe WEL Dig eat he oe ely Dl ol Ge pal US 9 SY! pg S phe piLel ee (piace Oa! gud Oe Ga pa! SSS y QR! N58 aly 5 Gi LN ale Gangs apd PERILS, pa Ope ea Migs pala GH Gig pall gd Wikae Spe G Nye y Che pall Han GLB ys pall ot Le Jig Sees oe HLS Ws Fee Oa oe Ge LigWritten Arabic texts 3 (classical) 43 Ihe Gay LoS daleine pping cbglaiy Lpblidls Ley [pol ats A hes ols Got a gosta ile sly gal att Note 1. Plural of g45. A name for the ancient kings of Yemen, (©) Read the following passage by (59 asuLl from all ¢ 3 +2 Ley Prairies d'Or, (text and translation by C.B. de Meynard and P. de Courteille), vol. I, pp. 249-50, then translate the text into idiomatic English pone gb ull £5U5 saa ppelssig ol SY wai Lila op GG Le Ga tee Gal 318 Ge Gs oe etl cig Os peed Lat I 1 BLAS ly SL 5H sad ga Lys BI LON Ge Ss eT pe I Spe Nyy gla g HS Gol! pp tes Up ed La sly poole! Se Ngllad Gu pill y pale¥l Ge ssloadly Gall US Lud! Tos SIL LI ppl SY! Oo ¢ 95 Sy Lameel apd So yley BS ls oe peg IS Ge ee Ome tal chy Ge HL! Gey SL pss 68 Lys BS! agg O51 9m Ge Lares re Day Oe pl sly Oe pees Slee Cry pp CHS las] TALI pe Igllad gels alee Wb JIL Ipereiel jade y pet oo pb yale Ob Dayal! 7. Grammar/st; (a) Basic sentential word order in Arabic i Sentences with a verb The basic sentence in Arabic contains a verb, and as seen in chapter I (section 7d), in certain cases, where a sentence does not require a verb for it to make sense a ‘semantically light’ verb is inserted. The most common word order in a sentence with a verb is Verb-Subject-Object (VSO). However when an adverb or adverbial phrase (a word or phrase describing the place, manner or time of occurrence of the main event) occurs the adverbial phrase (A) may occur before the verb to give Adverb-Verb-Subject (AVS), less commonly between the verb and the subject to give Verb-Adverb-Subject (VAS), or after the subject to give44 Ethnic groups in the Middle East Verb-Subject-Adverb (VSA) word orders. One word order which was until recently fairly unusual, but which is becoming increasingly common since it tends to mirror the typical word order found in modern Arabic dialects, is Subject-Verb-Object (SVO) or Subject-Verb-Adverb (SVA). Finally, the object may precede the subject to give Verb-Object-Subject (VOS), but in this cas usually translates, or is translated as, the English agentive passive. Essentially while, for different stylistic reasons, the subject, object and adverbial phrase can occur in any of first, second, third (or fourth) position within the sentence, the verb is restricted to either first or second position. Therefore word orders of the type ASVO giving a word-for-word translation of English sentences such as 'Yesterday the boy ate breakfast’ are extremely rare: the correct Arabic translation of such a sentence has the word order AVSO, i.e. 'Yesterday-ate-the-boy-breakfast’, or it begins with the verb and the adverbial is placed later in the sentence. T have ordered the following examples into sentence types in which the verb comes in first position, and sentence types in which the verb comes in second position (the verb is bracketed in each example): ii Verb in first position (VSO), (VSA), (VAS), (VOS) Vso Bazse gylase ppt! allel! (adia) y "The Arab world has a large number of deserts.’ (ch. 1, 4a) Cee ee hS Opals Gales (i15) 5! ‘Its area is one million square kilometres.’ (ch. 1, 4b) Tolud! Goal! sai as Gall gi Gy Lill oLale (5S. ‘Historians say that the Arabs are one of the Semitic peoples.’ (ch. 4a) VSA Ha all Glaball Spe ASI gi BAS Je (5.55) ‘There are a lot of mountains in many Arab countries.’ (ch. 1, 4b) pees ok ges Ill glassy pati (a) 5 “The most important valleys in the Arab world are in Egypt. (ch. T, 4a) Lani 356 8 SIal [e (ch. 1, 4bii) * ‘Iraq is in the continent of Asia. VAS ‘There is no water there.’ (ch. 1, 4bii) ols Gad (sagu} YyGrammaristylistics 45. "No plants grow there.’ (ch. 1, 4bii) ols Gyad {ud} paul! oles ald [eatas ols} "The rains of the floods collected behind it.’ (ch. 1, 11) LS 3 gpk nsdLe 8 phe pabe (Sues) ‘Ten million of them live in Turkey.’ (ch. 2, 5a ‘Many joined them.’ (ch. 1, 8) Oss poet! (as) vos MuLaIal) GLU aba Leall Ugquall dies {pL} "Bordering the coastal plains are the inland regions. lit: 'borders the region of the coast plains [object], the inner regions [subject|'].' (ch. 1, 5a) Verb in second position (SVO), (AVS) If there is any element other than the verb in first position, the first part of the sentence tends to be stressed. However, this does not always apply in modern Arabic, particularly with VO, since this word order has come to mimic colloquial dialects where SVO is the usual word order for sentences with verbs. Both AVS and SVO are types of topic—comment (or subject-predicate) sentences (cf. ii below) with the first element (the subject or the adverb) constituting the topic the thing being talked about), and the second element (verb + subject or verb + object) the comment (i.e. the information provided about the topic) of the sentence. Both AVS and SVO can be accompanied by 2 ... Lei, as in the first wo examples below, where Lsi introduces the topic, and 8 the comment. A topic introduced by Li is always stressed: SVO Bo SLL [Uads}d Gla pull oote Lis ‘The south of Sudan contains large forests.' (ch. 1, 4biii) all Byala ate (MLL al! pal Lis "The Arabian Sea is in the south east of the Arabian peninsula.’ (ch. 1, a) spel gts dl! [sd pod] Lyall Jay ‘The people of the town set off for their houses.’ (ch. 1, 6c)46 Ethnic groups in the Middle East hs 5 h3 (J5 35] Yad GELLI Gans hy "In some areas not a drop of rain may fall ..." (ch. 1, 4bi) dauly lym {as3) sySi GbLs yay ‘In other areas we find vast lava fields.’ (ch. 1, 4bi) TuaaY! UL lee Gass [GIS] [Say “Thus the position of Oman was extremely important.’ (ch. 1, Sentences without a verb: topic—comment sentences Although Arabic prefers sentences with a verb, within a text (more rarely at the beginning of a text) verbless sentences can be found. In this case the sentence usually has a definite subject topic followed by a comment providing information about the topic (cf. i. above); consider the English sentence ‘the cat is on the mat here ‘the cat’ constitutes the topic and ‘is on the mat’ the comment. In topic-comment sentences the comment can be realised by a noun or noun phrase (including noun + relative clause), an adjective or adjective phrase, a prepositional phrase, an entire clause, or, as seen above in i. above, a verb or verb phrase. Another term for topic~comment sentences is subject-predicate. Here I shall not consider topic-comment structures where the comment is a verb or verb phrase since these do not fall into the category of verbless sentences; however, students should note that the SVO word order is simply an instance of topic-comment structures. As noted above the topic of a topic-comment structure may be introduced by Lai while the comment is introduced by 3. Consider the following examples (the topic is separated from the comment by a slash /): comment = noun or noun phrase BIBL Gaye ile jae / 5a pt Gade OI ‘The straits of Hormuz are extremely wide.’ (ch. 1, 5b) sell Lai gure igh ‘ILis the port for the people of India.’ (ch. 1, 6c) pei Jae al gt Las ype te ed / SUI Gal hu g¥l gc! ‘The Kurdish people are a people who live largely in four countries in the Middle East.' (ch. 2, 5a)Grammaristylistics 47 comment = adjective or adjective phrase ull! a jgeatis Leo p8Ss eangl /S pall OL "The straits are a lot wider than people imagine.’ (ch. 1, 5b) AYIS Lbs yds / olive say "The town of Sana'a is all paved.’ (ch. 1, 6c) comment = prepositional phrase pelea gual oo / sine gales "The mosque of Sana’a is one of the most beautiful mosques.’ (ch. 1, 6c) Uys aay gle / ly "The water is some distance from there.’ (ch. 1, 6c) comment = entire clause GUST, Lasley ge ged / give Lil ‘Adnan is commonly acknowledged to be one of the sons of Ismail.’ (ch. 2, 6a) epee ood HL gL. 83 / ppel gig sl SY wai Li "People have disagreed over the origins of the different groups of Kurds." (ch. 2, 6c) (b) The coordination of adjectives Adjectives are coordinated (joined together) asyndetically ~ that is to say, they are linked with no conjunction such as 5 ~ when they refer to inseparable aspects of the noun, as in, for example, the English phrase ‘the big, white house’ where the noun, the house, is both big and white, and as in 'the Arab-Israeli dispute’ where the dispute is necessarily both ‘Arab’ and ‘Israeli’. In the following example, the string of adjectives ‘short, pale, thin and in poor condition’ are all inseparable attributes of the subject ‘the boy’: gas he Gal! (555 Leal nas | paeed} (evel! Laud glSs {Le ‘Our Sheikh the boy was short, thin, pale and generally in poor condition.’ (ch. 4, 5b) When near synonyms are coordinated they are linked asyndetically, as in: (4iasd0 Usly} La jUasi oY ‘Because its rains are very heavy and gushing.’ (ch. 1, 6b)48 Ethnic groups in the Middle East Adjectives are also linked asyndetically when the second adjective modifies the whole of the preceding phrase ~ i.e. the noun plus the first adjective ~ as in: {qual pasta!) Gass) ‘For Andalusian Islamic history.’ (ch. 5, 9a) Adjectives are linked syndetically ~ that is to say, by means of the conjunction when they refer to distinct, separable aspects of the noun. In the following example, three distinct types of security are described — political, economic and social: (peleia dls goledatly puloull} GAVL gla be JS ‘Everything connected to political, economic and social security.’ (ch. 9, 4a) And in the example below a single system (eUs3) has three identifiable aspects — social, economic and political {Geulany goleodly pelea l} Alia 5a Jy "Indeed it is a social, economic and political system.’ (ch. 4, 4b) ibed - In the following example three distinct periods of Islamic rule are des Umayyad, Abbasid and Ayyubid: {iesss¥ly gules sgl] pSall ol 3b gt ‘In the periods of Umayyad, Abbasid and Ayyubid rule.’ (ch. 3, 4b) When adjectives refer to mutually incompatible aspects of the noun the noun may take dual or plural number (depending on the number of adjectives) while the adjectives each agree with the singular; in the following example the adjectives agree with the singular form Lie ‘region’, but the noun is in the dual vib vs Lusi ‘the two regions of Asia’ (Raysially tas pil!) Lod pada i ‘In the western and southern regions of Asia.’ (More literally: ‘In the two regions of Asia, the west and the south.’ (ch. 3, 4a) Finally, in the following example all the thoughts ( ,{S3i) are Islamic, but they are described as falling into two groups: general and specific: {dolly Lolasl) TeeLay! jtSa¥! ns.' (ch. 4, 4b) ‘General and speGrammaristylisties 49 (c) Subject clauses In Arabic, subjects are generally nouns or noun phrases, as in the English sentence ‘the boy washed before going to bed’ where the subject is 'the boy". Subjects can, however, also be clauses. In the sentence ‘that Alistair won the race is undeniable’ the subject of the sentence is the clause ‘that Alistair won the race’ while the predicate is ‘undeniable’. A more common way of expressing this in English is ‘it is undeniable that Alistair won the race’; in this example, the predicate ‘undeniable’ comes before the subject ‘that Alistair won the race’. In Arabic, sentences of this type are similar in terms of their parts to the English ‘that Alistair won the race is undeniable’ ~ i.e. the two parts are ‘undeniable’ and ‘that Alistair won the race’: however, in terms of their word order, Arabic sentences of this type are more like ‘it is undeniable that Alistair won the race’: that is to say, the ‘undeniable’ element (the predicate) comes first, and ‘that Alistair won the race’ (the subject) comes second The initial predicate in this type of sentence can take one of four common forms: participle or adjective, participle preceded by -J!, participle preceded byt! 2, and verb. The predicative participle or adjective always takes the uninflected (masculine singular) form, just as the predicative verb always takes the third masculine singular (he) form. This is because clauses beginning with {3i or i can be regarded as masculine: participle or other adjective vo Wa gay pan ¥l paall si (eslee]s ‘Itis well known that the Red Sea leads north ...' (ch. 1, 91) In this example, the predicate is ¢ sla while the subject is the clause 2! gi VLE abs pasl. WSs j Ig aV! (8 GH) pall Le Sail Jlaci Gi [euaee} ‘Itis truc that the Iraqi government's works have been delayed.’ (ch. 8, i) I+ participle Heda! tej geen he Sloe! ol (Gs sata ‘It is well known, for example, that Iran is an Islamic republic.’ (or: "What is well known is that ...') (ch. 2, Sa) cabar til Ge ygbl pve! oLasiy Ley, caus! U Gi (aUal), ais pi GSS SII gall paaal po LS ‘It appears that when Rome expanded and founded an empire it used the word Berber for all the peoples who lived in Africa.’ (or: 'What is clear is that ...") (ch. 2, 8)50 Ethnic groups in the Middle East goes A! os pbins ISLS oS LAL BsLall gi fea s4}s cota g pea geS Cy bl! ‘It is probable that the participating leaders would have regarded the proposed subject matter as marginal.’ (or: ‘What is probable is that ...’) (ch. 10, Se) Sl pa + participle Baaly G55 pi GIS Wail 3505 Si (GSaLI oa) y ‘Its possible for the whole tribe (o live in one village.’ (ch. 2, 4b) SUM s Globally SGU G85 yi LAL (a aabIt a} y ‘Iis also natural for languages, customs and religions t differ.’ (ch. 2, 4b) Ball pLi 98 Jp Lal. sgl! hey shu! gi (Gu sall Sa] It is strange that rain in India ... only falls during hot periods." (ch. 1, 62) Tessa! GIL cy 5hs ol (59! oe in the Islamic way.’ (ch. 4, 4b) ‘Itis necessary to marr Where the predicate is a participle or adjective (optionally preceded by +2 and the definite article) the entire sentence is negated by adding 11, and is put into the past by adding 3S: LS SH (srg rAll So el] "Itis not necessary for it to finish.’ (ch. 10, 11b) In this example, the subject is LaS3 yi and the predicate is (gy. AI 6 jus Sad oak deal USGS gi (Gata ye gu) ‘Itis not right for you to eat honey without bread.’ (ch. 11, 4b) Bale pig bog y obli35 Gi (eaabl yo SIS) ‘It was natural for Rome and Carthage to rival one another.’ (ch. 3, 8) Examples of initial verbal predicates include: Naa Upelyt e635 UL4 dus Ub SLi, dhe gi (ssu}s olsSll oe gol! ‘It appears that there are indications of a new effective means of combatting this type of disaster.’ (ch. 8, 5c)mmaristylisties ST Again in this example, the subject is p25 UL 3.45 Gp yb) SLi: dhe 9) gl sSIl ye gall 1am Ugo! gd while the predicate is s+ Tos le gall Ha Laisa! Lagi Je gi (LSa} 5 JULY! ‘Itis possible for us to imagine the repercussions of this state of affairs on the raising of children.’ (ch. 10, Se) GU des 358 dtans gi (550u] dee ‘Js it right for us to make him carry anything more than us” (ch. 11, dbiv) Gabe cola gle God Joke A) SI bY! Laas ol (45!) ‘Iv is clear that orderly records are not kept in some administrations.’ (ch. 9, 5b) lotus pel Udy jal ai (Basle “It happened that two fishermen crossed that river.’ (ch. 11, 6b) Verbal predicates are negated by adding ¥: Y)y Lael bil Leal US Gylss Se dey see oi (Jie YA GEL pane legh Ghiy Gi [U oSe ‘For it is not reasonable for a man to express the experiences of all agricultural generations, nor is it possible for him to speak the dialects of all regions.’ (ch. 11, 11) Lo Lyne Gpte Leal! os Ga pdill (OSes ¥] ‘Iv is not possible to distinguish the two groups on wholly racial grounds ...’ (ch. 2, 8) Finally, another common initial element in this kind of structure is the word iss ‘meaning’ in an 2sL.s! phrase with a following masculine singular demonstrative: 85 Uys ,SII GU gi [Ihe gies) "This means that the Kurdish language differs ...' (ch. 2, 5b) (d) Active participles and verbal nouns taking objects In English, verbs and gerunds (verbal nouns which end in —ing) can take objects. In Arabic, active participles and definite verbal nouns can occasionally take objects, more commonly in Classical Arabic. In this chapter we have an example of anEthnic groups in the Middle East active participle taking an object: “pale! y (abl {USS Lull} aed! The communities living in the towns and estates ...' (ch. 2, 6c) Verbal nouns can take objects, but are more commonly put as the first term in an GbLal phrase, as in: 2a pa! Casal! { Uasiusl} 'Ithe] settlement of the West Bank’. Where verbal nouns do take objects in modem Arabic it is generally b 4 pronoun (or a noun) is required, and thus the verbal noun is made definite by adding a pronoun suffix, as in: 245,21 Gasad {pgsUe ial) ‘their m, settlement of the West Bank’ (or, ‘their settling the West Bank’). Examples of definite verbal nouns taking objects include: ‘auuse Kain alal 2h Gb! aut can (edi) s [Israel's] refusal to reunite Palestis n familiés.' (ch. 6, 4d) Gaal [apilbsiulLs byes Sl Gla Lino GS ya2 7 paeprsT "They do not realise the political storm which surrounds their settlement of the West Bank.’ (ch. 6, 4c) apa lall Joss ple layad [pe eH Saal byl osaly cle geal oggall "They criticised the United States for imposing restrictions on the entrance of Soviet Jewish immigrants.’ (ch. 6, 44) 8. Aural Arabic texts 1 Listen carefully to the aural text from jg! Leas no. 26, side 2, item 6, @& Se» Caples ga Ley 5s pall, then complete exercises i. v. below i. Answer the following questions in Arabic orally in class. Su payee LalS Jul ya Le Segond acl gle pau He GUgall GLEI NUL - Sapalely Ui Gall GLbI po gle SLagadi be Jy poe HA! Glog II Jandel GS - £ Spoall papal Sau gal ~ Signet pry! eel ga Le alll Usa le — 7 SLB JL Gall gb Leake Gye ell IS GLE LI = V Shae) ull od 5S hy sell 555k oe Ged Gi - A a4Aural Arabic texts 153 sLSdI GA) Sante gill Guill ga Le 4 Sasi! 1a 51S 5! aa ga Gul 1. Spall Lady al JLO gb ps pal LS! ae VN Stub ULUIL bbs! ua Vy Spogll patel! dleal joy dase UA CSI iy gi VT Spall Goally prsoll ce Gavill gas GS ME S4d aS papal V0 egal SEU! a ae Sapa pall AL py all Lanny ge VA ii Answer the following comprehension questions based on Lay 1 -a/] @& Se SgLsol 5 in written form in English. Which word is the term 1 52 derived from? Who did the Greeks describe by this term? Who did the Arabs describe as a» Lei? At the time Rome established an empire, . Who were ultimately described as + According to some people, where do the Berbers originally come from? If this is the case, the Berbers would belong to which race? To which race do some legends link the Berbers? According to researchers, where did the Berbers live at the time of the Arab conquest of North Africa? 10.How many groups of Berbers are there? 11. What are these groups? 12. Where can the first group be found? 13. Which language does the second group speak? 14. Who did the Berbers mix with? 15.According to the speaker, is it true that the Berbers can be divided into two groups: one which has maintained its original race, and a second which has Pepe who were described as 5+? aa ewe become Arabised? 16. How can the Berber groups be distinguished? 17. Which languages do the Berbers speak? 18.For what purposes do the Berbers use Arabic? 19, How do the Berbers describe themselves? iii Fill in the gaps in the following text. You may find it useful to read through the apped text a few times before you listen to the tape.54 Ethnic groups in the Middle East Biya. _ ils SU sab) GQ abbi — tas itl «Ges gebe — 4) —___ 5S J ——__-. ort! edb Ls GI Aig | pal | — gi gle cpa le» este —— 5 Gs ——__ gl 54! cA Jo bead gS tsi g — a Us) ss gl ol dosbl +! ood) ole ae 2 Lali, bs tSl sis wort lon Ju GAljal! Bou! 3 QL 93] ——___. $s ——_____5 8 58> Jsae NgcLe peils oo asa! Goa RL oi 3 a LAural Arabic texts 155 LG ppb peeblui GASs! 3 ~ Spell bon gis 3 Lula — 3 el Jisail! eal sa os Wasi sul ol ol taball gel paually ais l Ad) ce 91563 a Lady plat Cbl ge e585 dalpires att II v5 i565 Bageueey pd jG! bes Lung! olS 5. al ess TAU! opal, 3 sts ese 58 S355 ch! ol grt! gy GE! Jada da lpice Golobtl Golsblls lb! C2 bis al 3 sill 35 gS! ee56 Ethnic groups in the Middle East ee SY ee pS ha pe gala! ogi ——___ jure Lal Ss Jas¥! sts locke OG JU, 91 3st) —______5., sti Boeke Oshitas ol Vos oN gg 9 — is (gale GaSLb USL! oie 3 OWS LOGAY! GLb Gaal! Ge oli iI —_____ J iauae opie Leal Ge All oSaY Gi 35. eILs 39! L dase SY! julb! us lily 36s Na. Oogles tus goLy - SL aa 3 al! URLS Jal 98 SII 5 Golpbl Ab alls Libis y sey pellerinals pall sis Gl Jh3i ——___——____ «5 + ii; _______ Qo I—_$_5 pails oe ud 35 9-SAllAural Arabic texts 1 57 as S 3 sine suf 5Lein GL iv Compare your version of the complete text with the completed text below pS IT eg pep LalS ye el Bp SLA yy Le ESL gad GAL! pISS3 GSS pI A Ope A phe GE al! GLb SAY gi ple «pple ly CaS pp Shh Spall oe Le slye gle Ua gli y Lguedd LAlSII Log lI SAT y Magpall LypalSa al Gell pe) LU gos 7 Jo Lead (Sud GUS I Gp ll le GIS Solas tual py gbl pes] SUS y Leg, cru! Li pally pe lS pb ly La Hl GSS I Spell geal pe 3 at US (le BLES yyy LalS oslo Gel eee! it pyall Lin yge Lasale bp 8Slyiy poe Cod cp Lpaudaly ons Slogeell goles ny 8y5959 ULes yb Gl pall BL ony SLA gs SLL yele gaily Seal oe gare! esl | Jaa oe le cao! oi ae heey Ql gb Ge Hole ed gt GH pall GLASS! Spa Lin pele gad gh Leola Led 59 im eel Oe be GH! hl Jods a Leb ppb GB pap tll pa gd LesLasd — poled pee bedly palin! pana atl ol) 3 Las yf JL I) yall oly Ui ga ope lll Cale Gilly coll Leg ely anally Jo Leal Jods (II LEE M SALS pS pled E55 Lia SUS Sy pp pall GSS ol pa eell Gos Spill bl ge IS 5 Lalgies iigereey GE A ppl Lu, GUS go pL ob Ba IT ll Led en 5 LS 5 gl J peal58 Ethnic groups in the Middle East gels Sal pig Bay ney pO 5155! URS bug! Gal bY! eH ot 58 Se cg es CU! Sot id La lgie Ll pill Osis ts el Ga gps olsbl gi Golgblly pas) GuLbY! Ge uu Yl aed y USL! SeUl Spt by 5 SAU GLU gees gh SILLS I Lay welll GBI 8 Lalas gl SLAG es ab Yi GAH Ge Nyele phe Ngee Soll gay ¥l ge gb otal sive gaball gi Bagh coe ALL Sly Jl GT B4LN pay Re dy 6 IYI ye sropll lLas Sig pha) pa pete Gg kb Sallie Ye pel Goll ane cee GA SLE ULI 08 GT aay Lead Gul Yi ass Laas OLS GAY! GLa Gaal! ys oLHS (gill all Bogen cle bY) LAG Le peme Cncebeall one Gu ph ll Ses . Las gl gulbY! fhe ISL tly gs) Cpenbead GLb Gy pH! Cea a tl Sloe Lad GIS HL pai OSI LpaeS SLU! ye hee Gl gyleets pl La peede wea ek Cobb aU pL YI ga ips SURI JU! 8 Gly GolgbU AL! Lila yyy sig AS ad La aU ppl ily pall os LLY! cL asad! Gy ill JIS LS Gl] Log cb aypley pats Il pages GH! G34 By sSHWIG 2 I OGUy Geils #B ads by GA gb Leald nds I ti spe sally gael . dae olin y ¥_ Structure translations based on Splint 5 Le 5 yo yall as Sus Translate the following English sentences into Arabic using relevant constructions to be found in the text at the points indicated, The word ‘qaamuws' in Arabic derives from the Greek word 'ékeanos’. (ef. para. I, line 1) 2. This expression is normally used to refer to foreigners. (para. 1, line 2)Aural Arabic texts 159 3. In the past the Berbers used to grow wheat. (para. 1, line 2) 4. What's that building opposite us. (para. 1, line 5) 5. It's clear that he's drunk. (para. 1, lines 4-5 6. [want to buy the entire house, including the furniture. (para. 1, line 6) Some people claim that the Irish originally came from North Africa. (para. 2, line 1) 8. This means that you haven't done the work. (para. 2, line 2) 9. What h are agreed on is the following. (para. 3, line 1) 10. The Allies arrived in Eastern Europe as liberators. (para. 3, lines 1-2) 11. This region used to be inhabited by Armenians. (para. 3, lines 2-3) 12.He was born in the first century AH, i.e. the seventh century AD. (para. 4, lines 2-3) 13.It is claimed that most Turkmen in Iraq have forgotten their language. (para. 4, lines 4-5) 14, Despite the fact that he speaks good Arabic, he doesn't know many Arabs. (para. 4, line 6) 15. This is what some people say. (para. 4, line 7) 16.He owns a large number of businesses. (para. 5, line 2) 17. There are four key problems. (para. 5, line 3) 18. They use French as their written language. (para. 5, line 5) 19. She describes herself as an Arabised African. (para. 5, line 8) orian 9. Aural Arabic texts 2 Listen carefully to the oral text from gid! sLeas no. 27, side 2, item 6, aa © § jl yLul, then complete exercises i. — v. below. i Answer the following questions in Arabic orally in class What is distinetive about the Tuareg? Why was the listener's question not answered the first time? What is the profession of Nicola Ziadeh? What is the skin colour of the Tuareg? What larger ethnic group do they belong to? Where do the Tuareg live? How do the Tuareg make their living? How many different groups of Tuareg are recognised? 9. How long have the Tuareg been around? 10. Why are the Tuareg called ¢ 5aSLLI? 11. When were they first given this name? 12. What do we know about Ibn Yasin? 13. When was the Almoravid state founded? 14. What was the capital of this state? 15. What is the origin of the name Tuareg? we eras60 Ethnic groups in the Middle East ii Now produce written answers to the above questions in English. iii Fill in the gaps in the following text, You may find it useful to read through the gapped text a few times before you listen to the tape. Unde Ny pe a) 78 Sg bl ed is Yy CLS $43 535 p23 gill ~ &. eke) 45+» —_____ Jas past Gale Giay yp | sAural Arabic texts2 61 Sghesss be¥ls ———- ba Be 5 5 G4 3! ed oss pels! ————-5 Le jlbo 5 Land 5 3y! Bgl eas Lal wh gay steel ees Opens Foye! peed! pee ——__ —_____ |S o& ol ALL eee es 3 ——— —__ —_— 5 ts tla 3 0. 3 Ihe GLbi ala sal 1gSLS 3I deal gh gp bt “ WN juea StI cal oi ‘ oil gag ll Geel dele piel te psy IS Gi ca JsGI ly GlSe¥) aL JL gt p83 —— ——— isla ae Le lg ,LeLa al audits bL JI62. Ethnic groups in the Middle East Perey | g Us shgny gle Pelt Lal oil age gb Ny dy GSI — Gino sLasyl Ha a! ell -opAALL UU gs pol “ oda a 5 5 Jui 3 CU gs ue sf Sal oo} —— Ba, Ji5g ¥ eels —____ 5 iv Compare your version of the complete text with the completed text below. yah ye lll Gal dl eUaks Ly ppb Lady pil JL gs GI gb! Bolg bdl ual ga Le taal span Sys Vy LS dal ped Algae SLRs pa! Sled I! prey! pds Lad Ob gyre ISIS Lay jeu Lola} pat ale hay Cal paaleall (pe pains G0 gh Bas SI eal! Ug JLe Gi be el pS A Ay‘Aural Arabic texts 2 63 lyse clelys Gy yall £ 5h Sol HY pbs 5 93S Opti y Led 8 kl agate LS jo! os Leles oe IG RUE A aad 58 edad g SSI jal gd Sly Ge dell ELL! Sasi jlo Leelee SLeally Lets! tue Ge pby gSucy doles ys Log) pauell 8 Lad! ly «I HN 5 [Sus ad's SLatl pbste Gp oU gagi ll paved pg Fabs 5LG 35 I Lal al pgeall Lie de 68 Ogtiaas Sol! Goal Lai a SUI peas pet Osher Ly UY! Osan Bley pay GY GGL! Lal ai aie bole pa pA sity pele! Glywsiy bala Le! I Soaaghell Gay Leek 5Y! gi ipl cass LA! gle Glas Cops ge ILS Gol gbll of 58 Gy yakly By sdals thal coats CUS Lad Sl Gf USL yA ys gbl eel pune et bg peee GLa a Gs PLL peases Ushi Gish! Jess put ia GLbI aby pe SU yg ns Ld ey G5! OSL Ugs ALB gb pele! peated LGlS 3) GLI! p83 pple SN cal gp eel Gee LU gH) bead gi 68 Gal gb nb IL! ol pall geen ale Gol GH eS yg SLL! patie gall Gi cao BLS gb Glasel Gs Lela gs pel 48 GIS Usa BIS 3 ced Lal JL 5g ob Bye le pps IS pedals bl ll Lal pay eR pe Cielee gs oS Lilly aA Sy Ls hpng plLs Uys gle Ly LEU 9 HS pl Bogaall Yiarale GSS y abl pb! U ys elt) 4S pall og) GSU eB es the pe! pg Gd gs gk LT Ng tg GEST pl Lela Slant oo uy pial I! SLA! Ge oles! Uy ple Sp bbs ISLS colokll eS 5ll Gaes GLE PLA eas sOpAALLN UI gs baal Ll Log Glpball cleLeall ob Lees ual ga Le stats psi gh64 Ethnic groups in the Middle East Gobel gle ARBs sad eV I Nha ph Iyhae Goll SLalSII Jeol 9 Oi gt Ga Jas gi (Sar bs JS3 UL yg I gi Lee si he PEN) bones Si Se oe BAG JI 5a Y pels Gly ¥ Structure translations based on § 3.51 sb! a Gs. Translate the following English sentences into Arabic using relevant constructions to be found in the text at the points indicated. 1, He became famous for rearing camels. (para. 1, line 1) 2. This group existed before the arrival of Islam in India. (para. 1, line 3) 3. Can you provide me with the necessary information? (para. 1, line 6) 4. The women have generally got long hair. (para. 2, line 1) 5. In political terms there are two groups of Berbers. (para. 2, line 3) 6. Smuggling [4s 544] is their main source of money. (para. 2, line 5) 7. The northerners are called the Beni Amer [ale .,%alll. (para. 2, line 9) 8. He is known as Abu Ahmad. (para. 2, lines 9-10) 9. What's known is [/it's known] that this man is a thief. (para. 2, line 10) 10. She was born in the 1920s [Lz y.4J1 .,3], if not earlier. (para. 2, line 11) 11.She was wearing a dress which had been dyed green. (para. 3, lines 1-2) 12.On account of this, he was known as 'the lion’. (para. 3, line 2) 13.The Almoravid state arose in the fifth century AH, i.e. the eleventh century AD. (para. 3, lines 4-5) 14. The reason for this is that he is mad. (para. 3, line 5) 15.The fortress was probably in the mountains of Kurdistan, (para. 3, lines 6-7) 16. He left with his friends, who are communists. (para. 3, line 8) 17. This man was betrayed [314] by many people. (para. 3, line 9) 18. What was the ultimate result of your activity? (para. 3, lines 9-10) 19. They built the bridge where the river turns east. (para. 3, lines 11-12) 20. Because they use hashish | i.4.] we don't like them. (para. 3, lines 12-13) 21. What is the origin of the fact that these people are called foreigners? (para. 4, line 1) 22. Those who study such things are idiots. (para. 4, line 2) 23.1 am waiting for someone who will be able to explain such things. (para. 4, line 4)Written English texts 65 10. Written English texts Using constructions and vocabulary encountered in the Arabic texts above as far as possible, translate the following text from Bernard Lewis, The Arabs in History (Oxford University Press, 1993), p. 3, into idiomatic Arabic. unt that has come down to us of Arabia and the Arabs is that of the tenth chapter of Genesis, where many of the peoples and districts of the peninsula are mentioned by name. The word Arab, however, does not occur’ in this text, and makes its first appearance” in an Assyrian’ inscription of 853 B.C., in which King Shalmaneser IIL records the defeat by the Assyrian forces of a conspiracy” of rebellious princelings®; one of them was 'Gindibu the Aribi’ who appropriately contributed 1,000 camels to the forces of the confederacy”. The earliest acc Notes Translate as ‘is not used’ Translate as ‘first appears’ Translate Confederacy = = cals or GIL. awe 11. Précis Re-read the text 41 ,S¥! gL (section 5b), then produce a précis in Arabic. 12. Oral get pll byl gb ola! & individual stents to present a brief aecount in Arabic of an ethnic group in the fiddle East (¢.g. 3.5501 «ps pall «Gol gbdl asad! eal SYD). (b) The presenter then asks the other students questions about the particular ethnic group. The questions should include some which require factual answers and some which require more hypothetical or experiential answers. For example: sae cg sf Baaly Le pk Godan Le (gaze! si) ol pS¥! See Sel ~ S Ola oe 6(o- sp aall si) oI SY! tus GS = S(o0 gerald gi) J SYI G25G Ge Gya3 LiL - SpbaglliS Ge Gja3 HL ~ € Spall (sa aall gi) SI yS¥1 dal ss Gall SLiseuall pa Le ~ 0 s( Sasall si) oISVI Jubtaee ga Le chy oh -166 Ethnic groups in the Middle East S(o. geal gi) aL SY) GU dias ga le - V 1 lecturerted discussion on one or more ethnic groups in the Middle East 13. Essay Write an essay in Arabic of between 150 and 200 words around the title G51 atl! Gbsll ga Goll jz. In your essay address some of the following Guestions Sosall aa oe — ) Spal gle! Ghyll ga bs - 5 LasglllSy R23 Se Gad Le eee ob Lay yall pad Geli ga Le -¥ Slesvas GALE Ge G5 Le Lal JL gs Gall pat aL Ga - Slyioay Laaallisy UpdesG Ge Gye Le phd Gb Lapel pad La! Ga Ls - 0 : Sledzey Lassi y Spsall Spans Golly sISYl as oe 13 The Middle East in antiquity 1. Basic background material ‘The Middle East to the rise of Islam (a) The Neolithic age to the Achaemenids ¢. 9000 BC 8000-6000 BC ¢. 3000 BC c. 3000 BC 2850-2052 BC 2800-2350 BC 2350-1800 BC 2052-1570 BC 1800-1375 BC 1728-1100 BC 1570-715 BC ‘Transition from hunting and gathering to farming and herding. Gradual development of Jericho; regarded as first city in Middle East. Emergence of other urban centres in Syria, Iraq (Mesopotamia) and Iran. ‘Great Deluge’ (probably series of floods and catastrophic events). Corresponding accounts in Bible and Mesopotamian Epic of Gilgamesh. Development of urban civilisations based around rivers, in Egypt (Nile) and Iraq/Mesopotamia (Tigris, Euphrates); also India (Indus). City states expand into empires. Egypt: Development and subsequent unification of two kingdoms of Upper and Lower Egypt Egypt: Old Kingdom. Multiplicity of cults. Belief in many gods, judgement and life after death. Major pyramids built Central power ultimately gives way to local rulers. Iraq: succession of Sumerian kingdoms. Iraq: Semitic Akkadians conquer Sumerians, establish state in southern Iraq. Egypt: Middle Kingdom. Reunification of state. Temple complexes erected at Karnak, shrine of new imperial God, Amon. Egypt conquered by Hyksos tribes migrating from Syria. Iraq: Old A‘ ian Empire. Semitic Assyrians establish state in northern Mesopotamia. Iraq: Babylonian state in southern Iraq Egypt: New Kingdom. Hyksos defeated by Amosis. Egypt III (1480-1448 BC) into Empire expands under Thutmosi68 The Middle East in antiquity 1375-1047 BC c. 1250-587 BC 909-626 BC 835-550 BC 715-332 BC 625-539 BC stretching from Euphrates to Nubia (modern Sudan). Amenophis IV (1377-1358 BC), also known as Ikhnaton ~ introduces monotheistic worship of sun disk, Aton, with capital at Akhetaton (modern Tell El-Amarna). Return to older forms of worship after his death. By end of New Kingdom, Egyptian state reduced to Nile valley Iraq: Middle Assyrian Empire based in southern Iraq, Palestine: Moses (c. 1250 BC) leads Israelite tribes out of Egypt back to Palestine. Jehovah established as only Lord; ark of covenant focal point of religious life. From c. 1200 BC coastal areas settled by Philistines. King David (1006-966 BC) captures Jerusalem, establishes major state in Palestine and Syria. Solomon (966-926 BC), son-in-law of Pharoah, consolidates state, but loses Syrian (Aramean) territories. State then splits into southern kingdom of Judah (Judea), and northern kingdom of Samaria. Samaria destroyed by Assyrian Sargon II (722 BC). Jerusalem destroyed by Babylonian Nebuchadnezzar II (587 BC). Portion of Jewish people exiled to Babylon. Iraq: New Assyrian Empire. Tiglathpileser Ill (745-727 BC) expands empire to include Babylon, Northern Syria, Damascus, Gaza. Sennacherib (704-681 BC) conquers Judea. Assurbanapal (668-626 BC) conquers Egypt (662 BC), but empire subsequently collapses. Iran: Median Empire becomes major power in western Iran. gypt: Late Period. Egypt conquered by Ethiopians, then Assyrians (662 BC) and finally Persians (525 BC). Iraq: New Babylonian Empire. Nabopolassar (625-605) establishes state in Babylonia, Westem Mesopotamia, Syria and Palestine, Empire flourishes under Nebuchadnezzar II (604-562), who occupies Jerusalem (598 BC). Babylon finally conquered by Persians (539 BC). (b) The Achaemenids to the Sassanians c. 650-550 BC 550-331 BC 433 BC In Iran and Syria, Zarathushtra (Zoroaster) and Jeremiah and others develop ethically oriented views of cosmos and history: Thales and Pythagoras in Greek Anatolia and Italy pursue rational investigation of human and cosmic nature. ‘Achaemenids overcome Medians, and establish a single tolerant and prosperous empire from the Aegean to the Indus. Return of exiled Jews to Palestine (539 BC). Nehemiah restores Jewish worship at Jerusalem on prophetic basis; Jewish community develops as a people based around399 BC 3. 28 BC Basic background material 69 faith in scripture. Death of Socrates as martyr to philosphy at Athens. He becomes hero of Greek humanistic idealism in its many ‘hools. Alexander the Great establishes Greek supremacy in former Achaemenid lands. Beginnings of long confrontation of Irano-Semitic prophetic tradition and Hellenic philosophic tradition, ¢. 200 BC-200 ADMediterranean basin is dominated and then ruled by philhellenic 30AD Romans, under whom Hellenistic municipal culture is standardised, while philhellenic Parthians dominate Iranian highlands and Mesopotamian plain. Common cults offering personal salvation spread in all these areas. ‘The Christian community founded in Syria, universalising appeal of Jewish divinity. (c) The Sassanians to the death of Muhammad 226-642 275-292 324-337 531-579 Sassanian Empire replaces Parthians in Iran and Mesopotamian plain; fosters urban prosperity with relative centralisation, Death of Mani, founder of otherworldly Manichean faith, and friend of Sassanian emperor. After crises (235-268) in which Roman city loses its Mediterranean power, Roman Empire is bureaucratically reorganised with capital at Thracian straits (from 330, at Constantinople); Christianity persecuted as anti-social; rival cults encouraged. Under Bahram II, Zoroastrian Mazdeism is given an official central organisation in Sassanian Empire, and is allowed to persecute dissenters. Under Constantine I, Christianity gains an official position in the reorganised Roman Empire, and subsequently becomes legally enforced. Under Qubad, Zoroastrianism and Sassanian aristocracy are tom by Mazdak's attempted egalitarian reform. Christian Abyssinians occupy Yemen, with the Romans, ending the Jewish kingdom (which had persecuted Christians). Under Justinian, Roman power and cultural magnificence reach a peak, while the last Pagan school is closed (529) and Christian orthodoxy is enforced. Under Nushirvan, Sassanian power and cultural magnificence reach a peak; heresies against Zoroastrian orthodoxy are stamped out Final break of Ma'rib dam in Yemen, symbolising dec! 1e of70 The Middle East in antiquity south Arabian agricultural society and predominence of pagan Bedouin patterns in Arabian Peninsula. 603-628 Last great war between Roman and Sassanian Empire which forces of both are badly depleted, but political status quo is restored. Restoration of True Cross to Jerusalem (629) symbolises triumph of Christian over Zoroastrian empire ~ and over Jews and heret 622-632 Muhammad sets up religiously organised society in Medina and expands it over much of Arabian Peninsula to compete with and even replace Sassanian and Roman power. 2, Additional reading (a) Hourani, A History of the Arab Peoples, chapter 1. 3. Key vocabulary ‘Taking as your starting point the texts in this chapter, draw up lists of v the following fields: (a) Nouns and adjectives related to ancient civilisations; e.g. civilisation, excavation, ancient, repair, etc. (b) Verbs related to archeology. abulary in 4, Written Arabic texts 1 (a) Read the following text from Luu s¥! 3 pil! Uas, then complete exercises i and ii. which follow it Qe GY Ue yee LLY! Ga tub LT Glass! Band Lay all obj oe Sas! pf BL] 8 SHI spe peda Us G97 The p05 I) og25 Ge GAG Bab SUI Oe qe aba s pegs ee PRE SG Ci cee lee ee stall pods sashes lke US ty Sas tll pi La Se Oe ped ce ad ge Glo oll aed y gun's pall ats sds GY! cLole Os G28 « Gopi So» Bal GF gle case Jas SET Ss rs Lele sas Us! GBI hey dll Lb a TAL. Lis U5 Sus GLE wll BaRaL LARA oe pied gs udigs y gaudy yall Cee abyWritten Arabic texts 171 peesi ob Cea! UG GLAS! oI Sa ini isle le eel AU Tsp tell Jal pul! le LZSLAS! pis U pais bab eudiy «etal Lael! 15S po oSlS TESSLI Sala Ove ee let! Jol osted gall Slay Las giclly day tl Lusi bie pi Lage a pean dette a eer ger eset | peel If sea] Usa] steno oot sae lysis ISA Lusi ghd LOLS) y Leal Gs VLSI, Cee ne Le dh gp Les ee cls (Sl a Up Lk «GES s sigl! Gide y Saal s Slats i Answer the following comprehension questions based on the text. GL&3SI Baly Li in Arabic. Sozsail ol 7 © ugelll gl gb GpSeuy Goll oll LAST Gade Ga leh ga — § ISI Nhe ga Ball jae aS - Souseill pl gd ol ds! Ue oe - £ SgoE8! Gayill asie ge - 0 oUe sll Iba tale gl oe 7 S4AASSU Sal! aul ga le — A 4 abil ail ie - SBaldl abuse ALG pS — soabtl ts, Syed! Iba pe 5 9SU galed¥! bLEAt! ya le VV SLA Nia gb Fabs! aad gill gyal ga Le VY gee Uidle G SaSlS Ball! ode GI GB BY Good! OG Gos GS IT sa Ny ay 58d Leal ha Shall gi TLESSLI Lonndll «Lua¥l a Le V6 Vien ga a=).72 The Middle East in antiquity ii Now answer the following comprehension questions in written form in Where is Umm al-Qaiwain? How old is the settlement there? What architectural feature does it possess? How is the archeological work on this settlement being financed? Who is Dan Potts? What is the name of the settlement? When did it cease to be inha . What is the area of the settlement? 10. How does Dan Potts rate the discovery of the settlement? 11. Why does he claim this to be the c 12. What economic activity is mentioned? CRAAWEYNE (b) Read the following newspaper text from Lu s¥! 3 a! Feb. 19, 1992, then complete exercises i. and ii. which follow. Gol ged goth Guns Jad Saeed Ga} SESE Loh jay LenS Ge RSIS (592 T) pSall ol 3 8 58 pola iael 655 soll usb GH! ol! Bias Spd AVI Ue dl caps BMS essly eels ca g¥l JLab Lis sll SEY aps Gad ey Ge all 65425 25 ESA UL Lacs yds silly dss Hldeel GLI Lasts Als Pohl SUSE LS GLAS 5) igh gg AV) aaa SOLA Ey Leal Ral os AVI gal ¢ Lud! gle Jay Cs ede pS aI Sl sal coll Are els Ge Leds) GAS Gi GLisis (Bll Gal gyLeeall 1 Pa! ple Jy lee pall! push! HS 5 Land ja ol a duds Sash ashe Jord! G53 OI! ask pb pelo ly SU! ALB! gmWritten Arabic texts 173 i Structure translations based on 5359! 53 ¢s 931 GBS. Translate the following English sentences into Arabic using relevant constructions to be found in the text at the points indicated The oldest building in the world was discovered in Jordan. (para. 1, line 1) 2. This story can be traced back to the fourth century AH. (in words). (para. 1, lines 1-2) 3. He is head of the department [aus] attached to the United Nations | ps¥l 3saclil. (para. 2, lines 1-2) 4. She said that the Islamic manuscripts |=sLb 5s] were discovered in the eighties [sL.ssLo4JI]. (para. 3, line 1) i Translate the above text into idiomatic English. 5. Written Arabic texts 2 Read the following text from al a¥! 1990, then complete exercises i. - iv. which follow it. You may find it useful to read through the English comprehension questions in exercise i. first, in order to gain clues about the meanings of words in the text. a go3i GAs Ge Ligyee O55 pl hay . Sli JLsy ci pe 1 us pf Tide La Sls gy 95 sll Gees iI a! as PES pet HI oly peel alle Danks yy Byles el panes i Ist! A ale ss sted ere Ge GSH 5545S! Day! Cady e ANU gall ol pal Sig Laslull sul gb (Hus 8.) has Lyte cash! wats Las! be oie Las UeSig os shy cad TSU pal GI ASG Catal yg 28S) Ell Sans JV! as ALL Le. 55 ere! cALs poh ke BLL gi LAS gf 5 ALB LI Lg gas 5 USL 13 pest GI! OAs Nya BS Baal! SGI ple pote Gulge Gals os 5Sall esas BSI ye CALE 5459 pie Gy jG aad gt! ale74 The Middle East in antiquity Bye al cole gt SH ed Gi Gel y oll ea Ua gba Ta kes al A eB Lag gl gS elpei pags Dod ie Ve gods dels! j295 3 Lan JLo, Lise yes tell pall ys tags Bscld G58 Gig Gs 3S gob 091s oF Gopal! Si gl! pats Ley cnt pall Ge AS JY) Dama! prac Legs ph ILA pall OSS pel ha Ss coe Sobel alls JoY) Ge A ola 5 SIS SLI 8 OU ha Nyse pl Label Sly L5G Ys CS! GLASS! Gell Ha gH GALS S] 5 AL Slag Gs ay JS Leal pul eLalall Lag pre GS al silly cdg 95 USL paul ale she oobe GAEL gf Lala GLI AV) ae) Labs Uti 3 oe pA sai Sl WSs bes «dhe Log asll UL! Gag 5» oS Las QW ge oll 8! poll pipe lio yaad pb cLalall Byae GES «gal L-giey Gas hell gy Si ole s3 Vs dpe a eLeball GSI y GN «ge Ube AST eg obs ns — LY ope gd sei ASU hy 38 IU 55S OF Gyre ine TAIL, CSU Lai Cale pe 29 I 5g aa USa LS wel Lagan GIS s cules pais Go stel peel I alsa vty Fess pee ASI I yo Gag yg AS AI Cpe by ell GAS Poles, UY dae Dabo! sas GAS! Ma gb el a¥! Gyaks pL etl! pibual pool yell Qe GUL Ol Blas Dab as uss Last! pei apenas GAY! UL pe pb tls | s psig: add Ces pi Ta! lez clay a8 Jas planes JLSb Las ole AY pedals oes e all ond, sayWritten Arabic GN La gH) USS y ¢ LAI oe RRS oll gb ee eed pti Jose Up e Layiliin Jealssy USL pul Lp abe Bi ol pals pa Lag gl ball 8 pee ll Jee gl! U gla petty ALL pS 3558 I pl Ge BSI pb Fad Ge gees " : JY i Answer the following comprehension questions in English paragraph one 1. Where have the French team carried out archeological investigations? 2. Who is heading the team? 3. What is the nationality of the team leader? 4, Whose pyramid has been discovered? paragraph two 5. What confirms the name of the pyramid's owner? 6. How well known was this person historically? paragraph three 7. What type of instruments were used in making this find? 8. Who is Mr Faroug Husni? 9. What is the pyramid's height estimated to have been? 10. From what type of stone is its base constructed? 11. What other stone was used in its construction? paragraph four 12. How many pyramids have the archeological team found in all’? 13.What does the inscription on this pyramid say? paragraph five 14.Why do scholars reject the idea that the king would have built one of the pyramids for Ankh-na-as? 15. Who were the other two wives the daughters of? paragraph six 16, Who is Dr Sayyid Taufiq? paragraph seven 17. Who is the archeological team made up of? 18.Where are they now continuing their excavation: do? and what are they trying to ii_In pairs, construct and then ask each other questions in Arabic and in English about the remaining three paragraphs of the text.76 The Middle East in antiquity iii In pairs, consider constructions of grammatical interest which occur in this text. Each pair should also consider one of: 1. Apposition 2. Impersonal passive. 3. Active sentences which would be translated as passive in English. iv Structure translations based on 3 lias Jls y cas py. Translate the following English sentences into Arabic using relevant contructions to be found in the text at the points indicated 1. The German expedition came across a previously unknown village. (headline + para. 2. line 1) 2. It is possible to say that the Queen died in 4,000 BC. |in words] (para. 2, line: 34) 3. The Egyptian Ambassador issued a summary report. (para. 3, lines 1-2) 4. The depth of the lake (3.4) is estimated at circa 40 fin words] metres. (para. 3, line 5) 5. This discovery is an important addition to Yemeni history. (para. 6, lines 34) 6. The German expedition was accompanied by the famous Egyptian archeologist (para. 7, line 3) The old texts may reveal secrets about the British government. (para. 7, lines 6-7) 6. Written Arabic texts 3 (classical) (a) Read the following passage by 4 sla 3! from Ub shes Sue! asta, pp. 41-2, etloalls pla! 5S, then translate the text into idiomatic English. AS Lge HL Uy 5 pill ps gle 35 5S dled! 52 gt eee Ol Sseeiag UG? gis WLS 3 Gassy 5S JY! cule yn pe SAS GLa gL Ld eb pl egal som gel p85 (C9358) ons y ple! eee sees SLI Al galls LaSLEI SUS pall 58 ISS pe Ui iy pb! Cale ig Lp ILS I eg ISL gi oe Uy Hagel cglnall Sug y09 pled Gls GUS 5 GLasbIL wll 543i SVT y SL al! poe esd pee cel ally pl a¥l a , Babee SE! Gad esl! aun sy cts Ay Bis Cts pees Ally ated sla o! JlaayWritten Arabic texts 3 (classical) 77 Gpad) ull JSSS Gy Sy ay LAL de Unealll So2 a Oe gee BASU ply! (Si gi ol) ells abl ls olay coll pee Bal pg bo Unwd Ciyse die dl ue, ala . © aga ka peal pols og SA tbeal! a alls Las al aly Yoyo gy Sk USBILS «ple Ges Ja panes pp Lae UySliy GiAS ales ¥y ld Sl yol Sag hI ad pre lgbe Spe She GI USL 68 Shy lens ole aYl cls is Bi sie cor a sig ILA Lo55 sly Daly poll Lesg tins 65S LI os go I LIL oases Sqm gee Uke CE: U8 OC Slee Gig yl! EBS GU! ee gl Nyce ys HL SL ye CS LSI Spe pelt lds Jans ead) 8 SSSI do 8 GALy Gi og Si Ls 523 JU cols oh pla] obs Gish ilgabe GAS de ies a CLS spel @agll GUS Cie bats 68 US says Ge Ugespald Lies . lea jel daha 8 GLY! ple gee Notes 1. Sing. Lys: ancient Egyptian temple. 2. ‘Ibis claimed’. Impersonal use of third masculine plural verbal form. 3. ‘A mailpost away from ...’ [i.e. roughly twelve miles away from] (b) Read the following passage by (gs sasuL! from alll gy ys, vol. IL, pp. 378-80, then translate the text into idiomatic English. pede oll GIS cA gLl 505 Gal JlEa pl ya! «Ls ye eas Sasa PLAL Is ee comes Byles Vase ib ey ol |S] Ot Sgt ge Ls p35 le pd oe I Se Sle Gbiy bids pS ppg by cer sad Gogol dena ad ela! ¢ 55! ell jlaGhl aa phe Ll Spade Sd aly GLA! Cale78 The Middle East in a Gb pee Spells er ob de ass G55 E153 Le Ga YI cas (54! Usb O84 G5) Aaa 0859! ches Le ple Lae GL pl pa! 0ba Opa SIs Sy LgSUS cb cgi ghey Lenball pl AV! ode cot GG I Lod Boleall oda Gyleas IgilS pt si ples Goins Gotees peli lS p00 OF he Ihe Lile5 Jal jad) ¥ SI Label Laas aad cotta ApH! GIS U68 15553 G] spas Y} sal! Sasi I Gp dps op had he pe pa LG Le lls 31s 1S peSpll dels paras Sob pel La ee GIS s pple lS oigd ibs . Grammar/stylistics (a) Arabic active translated as English passive ‘The passive is far more common in English than in Arabic. Apart from the fact that Arabic arguably lacks agentive passives (passive constructions in which the agent is mentioned, as in 'the snake in the English sentence: ‘John was bitten by the snake’), there are many other occasions in which an English passive would not be translated into Arabic by a passive construction. In this chapter we consider two types of active sentences in Arabic which are commonly translated into English by the passive. The first of these sentence types involves a specific construction — namely, the verb <3 followed by a (usually definite) verbal noun; the second of these sentence types involves a specific word order ~ namely, the object precedes the subject. i a3 + verbal noun When the subject of an English passive verb (or the logical subject) is inanimate (in the wider sense which includes non-human animals), and the verb describes the completion of something which takes some time and normally involves purposeful activity (Holes 1995: 258-9), the sense of the passive can be conveyed by the verb {6 followed by the appropriate verbal noun. When the verbal noun is derived from ‘2 transitive verb it forms the first part of an isla! of which the second part corresponds to the logical subject, as in: {a se¥! Ga! Ga sHS) Sa until the Umayyad Caliphate was destroyed.’ (ch. 2, 5b)Grammaristylistics. 79 Wo psiy Lg ysl clale Ge pa S saad (Byeat oa ss) ew G! JG "He said that the invitation would be sent to a large number of American and European scientists." (ch. 3, 11) JES [oa ¥! 3b aes p5) Gd 9S "During [this time] the right side of the statue was repaired.’ (ch. 3, 11 In general, the verbal noun following ¢3 is definite — either by virtue of taking the definite article (see below), or by taking a definite annex (second term of Usa!) or pronoun (see below). In a few cases, however, the verbal noun is indefinite by virtue of taking an indefinite annex, as in: Sewdgall Cae we (ul ja Une} 95 us "A study was also completed with the organisation UNESCO.’ (ch. 3, Il) The second part of the 2.2L! is often a pronoun which agrees with and refers back to the previously mentioned logical subject. (UpSLESS!) pay U pais Sab pails pani 43 "Iis the largest and oldest inhabited place which has been discovered.’ (ch. 3, 4a) poly pulaally gel pSall lab 3 (Upslaa ae!) oy "It was used during the periods of Umayyad, Abbasid and Ayyubid rule.’ (ch. 3, 4b) Byte Qeyhy GLe glad Gin (LagLial} oo Gaull sda gi Gans oolebl Jus ‘We found that this building was completed in the year 814 BC.' (ch. 3,8) When the verbal noun following 93 is derived from an intransitive verb which takes a preposition, the verbal noun is defined by the definite article and the logical subject is realised as the object of the preposition, as in: Upbs jap Las Ge [EASII} 9S ‘A Byzantine church was discovered.’ (ch. 3, 4b) ii Object precedes subject When the object (or, in some cases, prepositional phrase) precedes the subject the Arabic active sentence is often translated into the English passive. This is80 The Middle East in antiquity particularly, but not exclusively, the case when the subject is indefinite, as in: (ualy Jie) tae oi oe Si ‘It is too large to be solved by one brain.' (ch. 5, 11b) {Byle Blin) chal day celal Laie y "When your father's face was lit up by a passing car ..." (ch. 6, {SalI ¥ 983 4535s} Saul! 1a gle Gane ‘This question is answered by Dr Nicola Ziadeh.' (ch. 3, 8) The active verb may take a pronoun object which refers back to a noun phrase which precedes the verb, as in: GUI! {lp fans sa (ASL oda} Gl gH! QSary ‘It may be said that this queen had been forgotten by history.’ (ch. 3, 5) As part of a more complex structure this type of structure is often translated by the English passive participle: OLY (pe Balas (pees! ob Lindy Ges) ac Jas places JLs!s das .. it included engineers and renovation specialists accompanied by the two archeologists Nabil Daniel and Issam Nabil.' (ch. 3, 5) (Arey LARA Che St el] 81S 8 els Bye GLa! b gies (Leo it presented itself in the build up of medium, low and thunder clouds accompanied by the fall of heavy rain.' (ch. 8, 4c) This type of structure often occurs within a relative clause: Woes GLE gy i gmee CAEY! Gael (Ie }5 5 (ULLEa} 8 in an interview published yesterday (Monday) by the paper the Washington Post.’ (ch. 8, 4d) Tals sot (lp das [Eds ye Ba) 3) od) 3b! ks "The Iraqi side constructed a wide canal bordered by mud banks.’ (ch. 8,11) ake (Cp RaL Atul gill (pool Lia} ¥ gl gathering hosted by Geneva.’ (ch. 10, Se) ‘If it were not for tGrammaristylistics 81 (b) Dummy pronoun subjects Dummy pronoun subjects are not used in the same way in Arabic as in English (cf. ch. 2). There is, for example, no equivalent to ‘it’ in sentences such as ‘itis clear that he will go'. Dummy pronoun subjects are, however, often attached to Gi or J when i or <5 is otherwise followed by a verb or an adjunction. In all cases the dummy pronoun subject is the third masculine singular pronoun. Note that a dummy subject is nor the subject of the following verb. The dummy subject has no formal translation equivalent in English, Examples include: Slane ppt! Way 5Gal ()5i gil ‘Ithappened that two fishermen crossed that river.’ (ch. 11, 6b) 8 wolll Gane Se clea oe LS GGSII 93 (C51 GLaiy pel pug! "He added that parts of an administrative building had been found the previous season.' (ch. 3, 4b) wd YG goal! wala! 33 S504 tre oa (od) ol ad od pd olgs ot ES pe | ou ‘Faroug Husni. Egyptian Minister of Cultare told al-Sharq al-Awsat that an international conference would be held next February.’ (ch. 3, 1 Lal yall oda Ques Gils EhaLs ti (C]5) joj oll Gs "The Minister said that the results of all these studies would be discussed.’ (ch. 3, 11) bas tul Gy pbl pee! SLialy Leg) cons! U (e} 5) palalls be y3] SAS SI Spell Gonads ‘It is clear that when Rome expanded and founded an empire it used the word Berber for all the peoples who lived in Africa.’ (ch. 2, 8) (c) The use of gl for association The word gal ‘subordinate J to; belonging J to: of is often used when referring to groups which are subsidiary to or fall within the umbrella of a larger group or organisation, as in Label (GLI) Lada ly SOY apes Ged ets lye yall itute for Archeology and Anthropology of the (ch. 3, 4b) fhe Head of the Ins cersity of Yarmuk. Us82 The Middle East in antiquity Tobe pf Baa AL eV! Gy stend (QoL!) hkl GAS! ly UpibIl, Wo .¥! ‘The executive office of the United Nations fund UNICEF.’ (ch. 9, 4b) For different forces of the phrase J ¢1s and for further examples see Julia Ashtiany, Media Arabic (Edinburgh University Press, 1993), p. 122. 8 Aural Arabic texts I fen carefully to the following aural text from jg! sLuaa, no. 28, side 2, item 2, Step Ub 3 cle p3 cay Gal! Ls, then complete exercises i. — iv. below. i Answer the following questions in Eng! questions before listening to the text. . You may find it useful to read the Where does the person who asked the question come from? What is the immediate origin of the form ¢ Ub 3? Where is the form ii Ub ,3 found? When was Carthage founded according to traditional sources? What was the name of the Princess of Tyre? What did the Princess's brother do? What did she do as a result? What is the original meaning of ‘Carthage 9. When do archeologists suggest that Carthage was founded? 10. What were the main interests of the Carthaginians? 11. What were the eastern and western limits of the Carthaginian state? 12. How long did the wars between Rome and Carthage go on for? 13. When was Carthage destroyed? 14. Which is the most common Arabic form for ‘Carthage’? 15. Who founded the other Carthage? 16, When did these people found this city? ij 17.1s it clear where the people who founded the other Carthage set out from? j 18. Where is the other Carthage? SARWeYRE ii Fill in the gaps in the following text. You may find it useful to read through the gapped text a few times before you listen to the tape. Glaaiy ou 53 glb aulAural Arabic texts | 83 Slgas 6. Les Fl pe Nyal ee all Sol HY Bs yy SSI jad clb>a eS a Le a i gt Luis a dU dale 3 I elds) gs y peel dae Le see Sy 333 qld alba ol Byala Bye Qyyly GL gL —___ Ls} Bel 6] ——— Op I Bis -(e BANE) take yd « 5594 5. logsi Ga hb 3 sUaALI Oso gnell 15 Lalas y wea oS) gh — a st 5g bi Pie84 The Middle East in antiquity or Gs. Waals ll 4g So ela (eas aby pteubse oy Sal Liss ss 3 = 3 Eee OU peal Asi ialh,a Lass Us daib fs be gill! vase elke WIG! osh55 eeriecey OS3 opt! oll Soe wis Lalbs as Hats bein oa Bayt coe gla 9 3 3 ae SEY 4 iglb,3 Oly — Lig Ub 53 i - J.oleY! oa olds Galb,3 oul ope Lasf_ clsAural Arabic texts 185 tbl Compare your version of the complete text with the completed text below eo OAS Sa Ghai ss uss pt clb 8 Gate pal pad Lap pl Saal sy Goat Glau! Galb pay clb 3 pd Gath p3 ye oe taal Sl pe Nye! cate 52 ip Soltis gL, CoM LHI Y Bas 55 ASI Sigel! 1a gle Ga ee all By paLl Li coed AU! BAU oy pa 58 Jig el 58 slot! GLb a we! Fase Lely in lh 3 ped ee G bas Le gl! Lae 15) a lh yd gg Ul guell 58 Bayly! 5 SY! 353 gald bony 3 Lol, 3 Us ol oa VSL! Gel! BA pe Osta g ell Qeoig Le glad Gis LaLa] 5 Us oda Oi Gass 3 pals Bel S) RG LI Gal gl Soy (p GAVE) SLL Lad 3 phe Ung Si Ups has OT oe GS Rtas he Spb ga gan ype 938 Saaz geall Gp skal! ous 33g Soll pb be ¢ ual gi aes Jy VAs ce Sab!) WG geese oS» dose)! SLAY oa Ol obi Ua lb 8 8 Gp hel ALG oll g AY) Gas! BG se sh WL Lad pol! 5H! SAN yi gt86 The Middle East in antiquity GB Ob Qo sell Gls! Sd Lag yd oy gk So GISHI Ma GU sas! fas sas Basal cru y ale 3 UE Se ee Sele Ld eg cette woes GUL pptalie Gs jSS7 SyLg4Ily Lela Gai yey ke Lad See a i BY Ja Lt gle Ug lb po bay al cogs A} cuales LdUbs! oak yy Logs cela Uy Epi Daley begs lS Of ge pb Ge ol qt boa SL SoM Geady Eybeels Legis Gare pL ol! Al woe oy sony ULes as Ga ess a Leg) GL ag S55 Teed Lele 5 pul yy 28g (eG VEY) BL Lg aly vt Seals [— ig Lb» 3 cgi - Neal gh Bastll a8 S5US Salil! obby Tab 5 Cou! GIS pdI Ge a Joke Leds 5] JUL gb Ip g ial Gi ae os Jally Saga Ligue tpg Gulill Sa Gaye Eby GUS ella Gad Lai Ls 5 (Ub 3 pe Sel pa CSU! Ciel 53 lg QU! Bll pepe Gila! bLE gle ped oka CSL is lb 53 OV Ap aS JIG iv Structure translations based on $4iaUb 35 ¢Ub>3 G2 Gill Le Translate the following English sentences into Arabic using relevant constructions to be found in the text at the points indicated. nal Las I cpa | Pay) 1. Are these two words two names for a single idea? (para.1, line 2) 2. This question was answered by the prime minister. (para. 1, line 4) 3. This is an Arabisation of the English term. (para. 2, line 1) 4, What is the other form, which appears at the beginning of the book? (para. 2, lines 2-3) 5. The state was founded after the war. (para. 2, line 5) 6. They left their homes out of fear that the army would kill them. (para. 2, lines 5-6) 7. He got married three years after his father's death. (para. 2, lines 11-12) ‘They were more concerned with money than with honesty. (para. 3, line 3) He owns the land extending from here to the sea. (para. 3, lines 4-5) ~~Aural Arabic texts | 87 10.1t's natural that you should get angry. (para. 3, line 6) 11. The first word is the more common. (para. 3, lines 10-11) 12.1 know another woman called Miriam [a yl. (para. 3, line 11) 13.Those who say this don't understand the problem. (para. 3, line 14) 9. Aural Arabic texts 2 carefully to the following aural text from 4s! sLias, no. 26, side 2, item 2, Sell 3 Gisse padi, L,, then complete exercises i. — v. below. i Answer the following questions in Arabic orally in class. SpJLU! 98 38S Gal G Ga aside -) Gall a Cob Saal Slaw gill caeull pul Le = SUlbuadl gle nee GN Jal tape ga 7 Spllull 3 Gos padi gals -£ SHagt! oda eB Gui - 0 Shay tl! Gall ga bl gi ge — 1 Sell! (pb Gras padi Guu Joi Jail Lily — V PAu Liga Uigall abe canal ye — A BABI oe (pb Lpialas ils eS - 4 Speedy Lagsll Gee gis Ly Ve Spedinal I geu yay IU VN 8 jguull lJ Malay Iya LL - VY Sajal ode Gy SLSSIl Joos de — WT S deal I pead ul Gee — VE Spaligs Iyiis GS — 10 Spi yi wy daale Ges camel pie 11 § Gees Layal BLA] padi Sele Qui W ii Answer the following comprehension questions in written form in English. 1. Are there a large number of historical cities worldwide? 2. What is the listener's name? 3. What is the name of the man who answers the question? 4, What is the oldest city for which there is archeological evidence in the world? 5. How old is this city?88 The Middle East in antiquity 6. Where is the city situated? 7. Who settled this city in the Mesolithic era? 8. When did this place acquire the characteristics of a city? 9, What did the inhabitants build their houses out of? 10. When did they build their city wall? 11. What did they build in addition to the wall? 12. When did the Canaanites arrive? 13. Where did the Canaanites originally come from? 14. Why have researchers got such a good idea about life at this time? 15. Where is Tell Al-Salihiyya? 16. How old is it? 17. When did Damascus become the capital of Aramea? 18. Where is Tell El-Amarna? 19. When did Tuhtamis the Third conquer Damascus? iii Fill in the gaps in the following text. You may find it useful to read through the gapped text a few times before you listen to the tape. vga sesally alse alga SEY! ol ol dal iS) way. g559! Usa. Owsliel! YWASuns OSsAural Arabic texts 2 89 t igi oll t Lines cual Lgl 9 ctl’ ko Jsig eee ie Bylot! UL Jlassl oly lg oll 3 ’ ow Siies LLesl peneen| 3 pple ss jis 5 top BI Le a! bes! os SLAs! a 5 Ls 3 Brielle Lgl 3 3 el 3 als, ligls- etl iS VsSluu90 The Middle East in antiquity bb eh ill 54 ai asta i Sn ome : «@lyi ——___ tale Geties Val 8 Lb) —__ =e 4 sy Fge WG Lael b Thales ag! ole sll co! esa! Ul 3 (des iv Compare your version of the complete text with the completed text below IGT aad Gall oe suse 3 28S IL! pp LG! gall pp pti gs 6 Sy Og lp BLN Se yg pe deal y 9 eel Oe UIs SEL alae alga SULT Sigua 1a le ae Casall ple Le Sly Lay yi Gye 8 GI Gas pd of Las) Bae gh ob ball oS 5g Go5Vl pes oe La! er yall Lod ele GIL, SWS U sate al Aad Leg hl geek! peed g8 uslivall ys lees LAural Arabic texts 2 91 ctl Dall les Gd ee eel Gi as I I pe 5 ae aL pegs Goh lGs ayy Qyulad bythe ys inline Soloed La cps laa! JESS 8 pps GIS Soi god HH oldu y SLA Ube I) sally Lago) Ge As BH a sell Lpteg pele sy es pgilSliee GLeal 4544 si ppt dual si 8 Gg BL! Gas Qala Goll saat oe Gb OL Goi pels GIS LI ELS pall old Leg 53 yl! peal ok pe Les Las gi olds Las ye Ug pe OLAS! y ght ily Gi Lis ple dy apres pBligs Ss hbsy |gilS agli hdl eg da pall papell Goal SS AE gy col spel ee BAS Lt lps LIS 58 Lables GLS sll Lyall GS phal Ge Bape 3 S38 aL! oe I LiL bol ball gh opal ad Rie BVT Tag] Le Jy tle gate 5S pe dla GIS Gi Guise Lasale st Jad patke gilall GH! (pb Ged oe sely shill JBL AK Ge Gas le gll goal es yLsi saa jee bye I Lal oS Gall sal Ups! Lb gw ios Moose CI) Cad ale y pagll Sy ali ale ¢ IP CAE gs GLUT L Asi Sl sod Jad Uae sal 3,LUa! pri cele way. Ali ol v_ Structure translations based on SILI gs Gigse padi ga Le Translate the following English sentences into Atabic using relevant constructions to be found in the text at the points indicated. ‘There aren't many beautiful cities in South Yemen. (para. 1, line 1) ‘These writings date back to the Pharoanic era. (para. 1, line 2) What's the name of that village on the Nile which they visited last year? (para. 2, lines 1-2) Do you mean the place where the Copts lived? (para. 2, lines 3-4) 5. Soon enough the Bedouin began to move into the towns. (para. 2, lines 4-5) ere FS92 The Middle East in antiquity 2 This village has come to exhibit some of the characteristics of a town. (para. 2, line 5) Phe stadium occupies an area of three square kilometres. (para. 2, lines 5-6) 8. What did they make the statue out of bronze for? (para. 2, line 6) 9. Which was the first country in which capitalism appeared? (para. 2, line 7) 10.He bought an extremely expensive American car for his son. (para. 3, lines 1-2) 11.The strange thing is that they used to live in houses made of stone. (para. 3, line 6) 12. She lives in Stockport, which is south of Manchester. (para. 3, lines 9-10) 13.The first mention of this city appears in the Doomsday Book. (para. 3, line 12) 14.The entire region was subjugated by the Egyptians. (para. 3, line 15 10. Written English texts Making use of constructions encountered in the Arabic texts above as far as possible, translate the following text into idiomatic Arabic. The sphinx The most famous sphinx! in Egypt is the one at Giza, which is known in Arabic as 'the Father of Fear. This sphinx was carved from a single rock and was constructed during the IVth dynasty*. According to an inscription of the XVIIIth dynasty in the shrine between the paws of the sphinx it represented the sun god Harmachis. The sphinx was completely excavated and its head restored in the early years of the twentieth century. The head of the sphinx is a royal portrait, and is apparently intended to represent the power of the reigning Pharoah. The sphinx was placed in its position in order to guard the entrance of the Nile valley, and the temples in the surrounding area. Notes I. Translate as ‘lion man’ ssi Jey. This apposition (cf. chapter 11). 2, Url or 3 pus an instance of nominalPrécis 93 11. Précis Read the following text from Luu s¥! 3 pal! Feb. 19, 1992, then produce a précis in Arabic. ede VI Gt cg yeall GAEL 5255 atl i pd 9S LD Wop sis Gsrsi eLale sell sah peel w bua g¥l Gt» Se 23 aL! 4b ba gH Gd og peek! CGE 55g pee G9 THe BLL Jed! (Lud) polo ped gb gl 5s pele pb a saad 30s)! das 5 hae C3] JLGs. sell s3) JES pee 3 Jal e WAY Slee dS cree 2G pels Lyn yi Lobe Os pS Bea cH pl gill peh5l! p8 ES Lea Lay Lily palais « SUM AY) tLe yl a5 Ulead GL pi G95 cas le lps BS Gp I esl! Us pal Joa! Uns s 4a 5 ysl Lal JloeY Gg oI ayy SULA A GYI Ue Ll ape 5 Jleel Clad pie Gy Lb Sig JE ASU Sas) SL ae 5 ad ed IS Le SS ead Sly bas Lands yids Lele Gaul le od Slane II Of Uy CASAS! g Cums ell g Ope shh y Opa AT! pe JolSie Ga Leb Upale GIS ANI Sy gee I! JU Sale! od Gaga asa NAY ele dg Gs Jl tI daly! dae UL Jo Lh Jos hy sits ae SU Jaci 6! sa 5st! Ul So ge ced I! Lil jl JS gaay Cale 58 LS JUL! Jot so ops NI gyal! cae pee y alll ball $ OF GY! Slut jal Ques oaSi say GV! ie VA Gall Lae lL Sled! Spe FAST -bLAL Ga ete JU Gas GLa opal ee RLU ps JU pe 5 gd eal 5 pS Uy94 The Middle East in antiquity Cts geal JU A pe Cee oll all ques ole il Lisl all oba coboudy Lay gall Lael! Jong LY! UL gb SUNS, aad yy Lad Gy BIg A clei slo! Una -LAsy dagall sls YI Liss as GLA Sy pee Al ool gall pia Uso ages @Lal LAS JE nA jlgos B5a dl lel,’ gliball 3535 cued JU a G54 ip Lis thas Ud Gd pads Al) RGU G5 BU Lelie VE cae gle Lapis US Chl SLL SIs pb lly 8jlpall ole jal Gell JE! jobs call Lull ages ae sGL lS Lal jog pVI 3 Rael pba gl poet opal ail slat! Tae pe Lulys doe pS LS JAI Ugo Sally SLL! 86 Bde Laud jal Lp peel pb Sba Al Lal js el ed sends! Kay ol Il Lal jail sia gees gis Lhe pie 4G) joj gl! Gy ced AS Us ll ot et I I JL el AL da Sy LeS inane die foc ole gece JIS Oe JoGh! ool gall 55h! obs ISLAM AGL Clie sljb5s posh! Laci ppd gee sll ja! 4 ge Us Lis! pS 5h! gle Lay bell cle ses oll pai oes Ug Boa! as 4p gall Lived! Laci p38 lay cl als JUau! Bye 5e yUbsi S gas -L3i gi Jal! 348 JK dle 12. Oral daa gYl Gall gt Lyall ol Lidell (a) Individual students to present brief accounts in Arabic of an ancient civilisation in the Middle East (¢.g. «gga geal! gs Leal cles! Sys psall ul) 3 (b) The student presenter then asks the other students questions about the particular civilisation. The questions should include some which require factual answersOral 95. and some which require subjective, hypothetical or experiential answers. For example: SB yLidall oda ye G52 lil 1 $1ba Gyas GS S$ yLdall 93a 3 Gall pai gal - S gall oda cuts gia - £ SRagall/gall oda Lai ie lila ~ 0 $3 jLASIL & jLdall oa cusld a — 1 §(Geteed gud gd sjuae) LAA! obs ly 55 UAV Se yldall oda JBI cui, Ja- A 63 pLadall oie eld! Coe gl Le chy gi 4 (c) Open lecturer-led discussion on one or more ancient civilisations in the Middle East. 13. Essay Write an essay in Arabic on the following title 3 -4Ul (8 Gysi/! oI Lad! Jo. 5Y!. In writing your essay address at least some of the following questions: 6 yume ph tq! 3 Lda! pa le -) $3 Ldall 03a Ge G25 IL. — ¥ SUyie G25 Libey QlLdl (gb Uigee padi pa be - 1 SOs BLAS pa Ge — £ She VI Gil 8 Lyadl! ol Lida! Ge GALI GS — 04 The rise of Islam 1. Bi background material (a) Chronology of the life of the Prophet c. 570 576 595 610 615 619 620 622 624 625 626 627 627 628 629 630 631 632 Birth of Muhammad (his father died a few months earlier). Death of his mother Amina, Marriage to Khadija. Beginning of Call. Flight of his followers to Ethiopia. Death of Khadija, Muhammad's reputed ‘Night Journey' from Mecca to Jerusalem, and from there to the Seventh Heaven The Hijra (Flight or Migration) of Muhammad and his followers to Medina, and the beginning of the Muslim Era. Battle of Badr: the Quraysh defeated by the Muslims. Battle of Uhud: the Muslims defeated. The Jewish tribe of al-Nadhir crushed and expelled. "The War of the Ditch’ ~ the Meccans' expedition against the Muslims in Medina. Attackers driven off. ‘The Jewish tribe of Qurayza raided by Muhammad; some 800 men beheaded (only one Jew abjuring his religion to save his life) and all the women and children sold as slaves. ‘The Treaty of Hudaybiyya: truce with the Quraysh, who recognise Muhammad's right to proselytise without hindrance. ‘The Jews of Khaybar put to the sword. ‘Truce broken by the Quraysh. Mecca taken by Muhammad — the entire population converted, and the Ka'ba established as the religious centre of Islam. "The Year of Embassies'— Islam accepted by Arabian tribes. Muhammad's Farewell Pilgrimage to Me 632, 8 June Death of Muhammad, three months after his return to Medina.Basic background material 97 (b) The Islamic state and main developments in Islam to the fall of the Abbasids 632-634 Jiphate of Abu Bakr. Arab tribes who had apostasised from Islam following death of Muhammad defeated in Ridda wars. Single state established in Arabia 634-644 Caliphate of Umar. Most of Fertile Crescent and Egypt conquered from Byzantines, where Arabs are generally welcomed as liberators from intolerant Byzantine rule. Much of Iran conquered from Sassanians. 644-656 Caliphate of Uthman. Continuation of conquests eastwards and northwards in Iran, where last Sassanian emperor, Yazdagird, is killed (651); also westwards into North Africa from Egypt, with decisive defeat of principal Byzantine fleet (655). 656-661 Murder of Uthman, civil wars with Ali at first recognised as Caliph. Bases himself at Kufa. Challenged for caliphate by Umayyad Mu'awiyah. Unsuccessful arbitration over caliphate leads to split in Ali's supporters between the ‘Party of Ali’, who support arbitration, and the Kharijis, who reject it. Ali eventually murdered by Kharijis. Kharijis continue as minor strand within Islam. Shi'ism begins to develop on basis of succession of divinely inspired line caliphs (some of whom had no real political power). Subsequently splits into three major branches: Zaidis, Twelvers and Ismai'ilis. Sunnism develops around notion of central legitimacy of Islamic law, rather than individual leader. 661-680 Mu'awiya generally accepted as caliph, with base in Damascus. 680-683 Mu'awiya succeeded by son, Yazid. Ali's son, Husayn killed at Kerbala during anti-Umayyad uprising — becomes symbol of martyrdom for Shiites. 683-692 Period of upheaval with Umayyads challenged by family of Ali and others for caliphate. 685-705 Rule of Umayyad, Abd al-Malik; regains control of all Islamic provinces. 705-743 Conquest of most of Spain, and Sind. Conquest of Transoxania. Islamic state stretches from Atlantic in west to borders of China in east. 744-750 Period of civil war. Eventual triumph of Abbasids over Umayyads, except in Spain, where Umayyads continue to rule until 1031 Abbasids base themselves in Iraq, 750-861 More-or-less unified Islamic state (except Spain) under Abbasids. c8-c.9 Development of four Sunni schools of law, under Abu Hanifah (4. 767), Malik ibn Anas (715-795), al-Shafi'i (d. 820), and Ibn Hanbal (d. 855). 873 Disappearance of the twelth imam of Twelver' Shi'ite thought, Muhammad al-Muntazar, the alleged son of eleventh imam Hasan al-98 The rise of Islam Askari. Believed to be waiting in hiding until the end of the world. Followed in ‘Twelver' Shi'ism by four wakils, the last of whom died in 940 refusing to name a successor. End of direct divine guidance of Twelver leaders. Breakup of Abbasid power, with provinces increasingly becoming independent of central government. Abbasid caliphate nominally continues until 1258, when Mongols sack Baghdad (Mongols subsequently turned back in Syria having wreaked havoc in Middle East) 901 Zaydi state established in Yemen. Continues until modem era. 909-1171 Rise of Isma’ili Fatimids in Maghrib, and subsequent conquest and rule of Egypt. Development of complex Isma’ili cosmological ideas. which are subsequently carried further east 2. Additional reading (a) Hourani, A History of the Arab Peoples, pp. 14-21 'Muhammad and the Appearance of Islam’; pp. 147-57 'Ways of Islam’, (b) Chart on the spread of early Islam: Penguin Atlas of World History, (Middlesex/New York: Penguin Books, 1974 (1977)), vol. I, p. 134. (c) Chart on the spread of Islam: Malise Ruthven, Islam in the World, (Middlesex/New York: Penguin Books, 1984 (1985), pp. 16-17, 'Worldwide distribution of Muslims today’ 3. Key vocabulary Taking as your starting point the texts in this chapter, draw up lists of vocabulary in the following fields. Include plurals of nouns where relevant — checking in the dictionary where neces (a) General religious ter (b) Key Islamic terms: e.g. 231 3 ye «Gi pH gad (AU!) Jpn gd (c) Key Islamic epithets: e.g. pling dale U! Slo pul Gee pll lll aus ta SLI Written Arabi (a) Read the follo which follow c¢ texts 1 1g passage, then give oral answers in Arabic to the questions Plu! GIS sala — \Written Arabic texts | 99 aya! - ¥ Bul) Gall Ss) - 3 oebsll - : peal -¥ wall = ¢ Gel Lb) Stl SLAG ci itl a0 ly cade — oll = ¢ 581 ain 351 al vy all ¥ Bi g3i coll a Si ah 51 aivialy pba pss BS, OK a Bey 3 sae ee100. The rise of Islam ob) 51 Slsll sla — obSy i juaall Sole — oS, Sy Vil ble - € US, ie Ltall utd — 0 ahs te gi pee Bh gle ge GLOW GE. GB gil ay Ou TI SLity le. any le gall. S581 THWritten Arabic texts 1 101 Spud oi gale - 1 Spall pb plead! glans Bye pS - 1 Sl! oo Gigll spy ly - SHAS IL pleall pds GS § penal! Bohuo JIE plaull esis EAS 6 - 0 Sinsall p53 gb eas Nile = 1 salSyJl gals -¥ Splat! poems ge — A Sle ph Bye 9S as Oi plea! le alll Ge -4 solasy! gk Cos Gi yall GY! Gua 1. Seal psy ells ga ye MN (b) Read the following passage, then give oral answers in English to the question which follow. Taerluy! ByLaally pray! jlgall ibis 65 wall Qyludl Goal aly od yok Gos pala! se Gi ha pity sae gill ga pole eal da pall all gd aes gelty US E05 gl GLEN Y sally HUI gi Giuay oi pludl gle Byte stg all Goals po endl Gell pau Ls aL! Kea e ll ppl SSN 8 Sp SI II Ga pal oe Uipias pasa cel gael ol Aa ys pay! OSI yeahs pola gb Lay pall sae gS Sa pe Gad Y LAgs AU! Gal ga Sa gee tally appa ake ope gll Jaa! QI aLay Ly cy Gill gy ll ne Gop anne Casals POLL Gold 587 Jey slay ULI Tapa Se Lea Side gd Gls ples see Jel pad oll ol peng Lids Shey cused pS Ape AMI Lalay gd GIS gg adhd Uys opts Leelee Lage cyl Gad aby pL! UU yall conan Spe yll SLi g aeeg opal a Suny ll Guo!102. The rise of Islam Goll ll gb Sal oo SS Ey ppl poe! om seal Leeahl U gs paSi Ry yplel eV) 948 US Gp! pb neal y sgl ByLde Glall oda gic sebsy cpall US ae ga jlll bag BY! US gall! 251) diosa! 3 Lidall 8 bas. as yll LAAN! 1S 59 Pega) ol Lidall ga La gas. y (gill Si a pai IS coh pluall gglay MALS LAL PLU Crely eget SS cls CLG gg yAYI Baal 9 pa.5y Gupall ony pola! Leis cocked! PUSS 58 Ly bas Lal gel pola Lats ¥ ll OT pO coe pbuall gg ay Leste Leas purlines guleialy Bipal ¢y3ds Ol Whe plowed GSepds Laesha GIL E553 Ol Ll U Sar ¥ 448) 5 dal z al tt Nes F9. tbs Gal se Oi pS Ul oe celine & 5 ties pluull py dy Leste s Lerten! Le Sm 5555 Leste y Lenny! Lay ll gg LI Nae Deol Lesa (SGV! gs SL aI Ia GG gi pga Ge lage EER y peal ye] pny! pias 13a Talal y pdLeallly Sal gle hes pets ol! sade eee Gel Bales When precisely did Islam appear? ‘Where precisely did Islam appear? What is the fundamental principle of Islam? Do Muslims accept the validity of Christian and Jewish prophetic figures? Why do Muslims not accept that Jesus is the son of God? What is the Islamic Prophet's association with Mecca and Medina? What was Muhammad's original profession? What were the two aspects of his religious mission? What were the borders of the Islamic empire? 10. How did this empire compare in size with previous empires? 11. Where did Islamic civilisation develop? 12.On what basis did the Muslims select those aspects of other civilisations which were to be part of their civilisation? 13. Why may Islam be regarded as an integral system? 14. What does Islam involve in addition to the purely religious? CRIANEYNSWritten Arabic texts 1103 15. What is the basis for this wide scope? 16. What are the Islamic rules regarding marriage? 17.How are industrial enterprises to be organised in the Islamic world? 18. What restrictions does Islam place on political decision making? 19, What are the results of Islamic practice for those without wealth or power? 20. What is the basis of the resulting Islamic society? (c) Translate the following text into idiomatic English, pay! Uy el plall gp sd8il Lainey calvin Ge Teas Lals poli! Haag solos! Us¥l ¢ sill gle ss Lats he Gee Leg G ele SIS y eB Geel — SG 9SUI Ie Gt gage 5 Le JS Jods es ALS AU ales LY oda JS SLAs Glyaally GLGIs o8k gt Lea Las Lp aes Sl Ly a 8S LG pb! I! abl ie Glut Gal nsl gH! ode G2 deb US aS IgSily alls onatill ellSS- oosi chests olalls I g pA La he © SY pes Gs Alb K - aU puss gi Gls! LBs Gi 589 sys! pL cae jonas. sang Olai¥ly Geld ¢ gH! Hing esd dais Le JS (4 GIG aaSh5be Ll LY si peday GLAST! aR Sieg gl Ia ec bLS UI Ss obs oad AIL Lael dhs Leal Lael! pred! GIS GG Glusy! aah Gly 549 esl Lual Noes gh agediy UY) UY gi aged oul atl Yyi ay Luoldg ylides apse lasl, BIS IU ddtal! L3G «Hl yun he gh Lae sats G19 WI poi Le JS Glas Qats Gig gall Written Arabic texts 2 (a) Translate the following text from the introduction to ZL ple gi Juail! by (sped ll, edited by gayeul! Soll 52 Laas into idiomatic English.104° The rise of Islam oe oye U poked! ple Bp gee pa eS! Gi Gl! Of a Gi Olay Js¥! cae! Cialed lS 5 9 elSaig Leds isles pled cee sre el Le aa lly Goll! pall Syd oe Ge ASI! 643 GL) fad wulie sai Gos LS 43 pailaseds ppl (dale clas V5 ghey Gly Byrd Cale Of 3 sta! SLaaSU pL Cac y LLM! Gi yGI Bjoae etl aay peel Syed SIGS! 15) a GAS Sly LGV dae pall Dokl! ses gs a Spall Chall oll lay Leelly Gall iy TAU) wel yh Laced oI} SIL BY! Lala! pL I 555 sal OTR ppb y SY ao 985 cle sels Sl pple sil s Ga pall 555 Ny wale Goll! api Lily Liga es SI! (b) Read the following text by Quus >) in a cave on the hill of Hira a few miles north-east of Mecca. 4 Clans Gee beads ASL Lig piel ad (pales) alll Ug JG ua Se G ia JG Iai Gs od JUG 3! Jl Gs pk JT STL cal JUG I JU il] AS hl GH [ake cold JUG 13I JUS pil pS engl Ghai ie106. The rise of Islam ces Ei Le Ses gd Spay Gi he F108! YY US Ug ti G18 TSI phe ue LY GLE Sle illo pale" J JLj ple Leg Lasyl phe ALEL ple gill Sve, LSS gad Ge oats phe ald pe Ua ce ey ph SAS 15] phe eg 8 IG GUS old gt ok AU gy cast ane Le ge cLaull Ge Gyre Ges Jal Josie LG at clan ll pulp cond pd JUG Jape Lis Saas Ly py clan GH pi Ces SLs Joy By gee gd 1 Lad all js ay eek UT UI pe ged BSI SG clan! GUI gb ie aay G pel Shee y ALi Loy palal padi Le Gal G5 Led HAS GUI, YI) Ge Ga clei Ngthed cobb pi Upleny Lass ota he Gilby geal cee Be a US Ie gb Aa Ly Gel! Ine a Ee cele Lapad Sati phe gla Gl! Leal Ge Sa peaily ANd AS Gol ALU GHG SU Let nee LA 8 I! PL lee oy Be lel boils ie dle pa ple Ge a feerevest] pe poe] pe ale poi SL Cai GUL Ydae cel SLY! 03a Us 5S o] ge 5Y SI Ce! 989 Lbs So Uys ot) Eb GL Gale crea BIS Lal Se Canny ASI Ty ped sb LBs 5 GISs oe cay iy Gi pale Ul Jy, asad) le GS oats AK Ll oa Lay Laks Gilly Was wh LG JL HE IS GAIN ST Gna ool ail Cad G phan Cal bl gdb LY! oda a ly peas sso Lass Note OVA Gill — 1Grammaristylistics 107 7. Grammar/stylisties (a) Affirmative J The affirmative particle J intensifies or emphasises the truth value of a statement. It is especially common in Classical Arabic and in religious writing where a classical style is imitated. Unlike prepositional J it does not put a noun into the accusative case: a following noun is always nominative; as a result J can be followed by one of the independent pronouns, as in s¢1 ‘certainly he ainly you m.pl are’. Similarly, it does not alter the mood of an imperfect verb: an imperfect verb after J remains in the indicative. (For more examples and for further explanation of UJ. see Wright I: 282-3.) There are four common contexts in which J occurs: i Oaths ~ such as «Li, 'by God’ require a complement. If the complement is an introduced either by %! or by J: affirmative nominal clause it Uses doan{s} lly "By God, verily Muhammad is His apostle.’ (Wright I: 175) ii. The apodasis (main clause) of a hypothetical conditional clause beginning with sl or¥ 4J often begins with J. This is common in modern as well as in Classical Arabic: Unt! pia SUL] Chea yy Sale all Las ¥ ol ‘If it had not been for the goodness of God towards you and his mercy, verily ye would have followed Satan.’ (Wright I: 283) ull oY 5a cLLalt} jLyatl sly ‘If it were not for the marshes, those people would perish.’ (ch. 8, 11) When the apodasis consists of a form of 51S followed by the imperfect, it is often the imperfect which is preceded by J, as in: meal gi IY! olaieall (ol! 5a) cals L Uses II Bake GaLaiul gill peall Lia ¥ sl "...t0 a problem which would not have leapt to the front pages of the papers ... were it not for this gathering called by Geneva.’ (ch. 10, Se) Affirmative J is often prefixed to the predicate of (J, as in: TAY! 0a 5 G93 i 52 1) St! ‘I really hope that you will become Prophet of this community.’ (ch. 4, 6a) ALL (4) glusy! G1 ys (ch. 4, 8a) ‘Nay. but man doth transgress all bounds108. The rise of Islam Syrle(W) le oly 89) G3 ob ‘There is certainly refinement and beauty in it.’ (ch. 4, Sa) iv Affirmative J often occurs before the particle 43 and the perfect aspect. particularly, but certainly not exclusively, in the apodasis of a conditional clause, as in: SY! Gage! oele si (} dass G tds ous gil ‘If you have told me the truth, Khadija, it was certainly the Archangel Gabriel who came to him.' (ch. 4, 6a) This usage is common in modem Arabic: BLsLS Luly biog) Gd US. Lie ys wef] "We have indeed made a comprehensive study of the Middle East.’ (EMSA I: 539) (b) Jof command In Glassical texts J is often prefixed to the third person singular of the jussive to give an imperative sense. This would usually be translated into English as ‘let him/her ...'. When J is preceded by 'y or 3, the vowel of J is generally dropped. Examples include: © oe ob ¢34(]a ‘Then, let him call {for help] to his council [of comrades|.' (ch. 4, 8a) (Hot tga ‘Tell him he should persevere.’ (ch. 4, 6a) (©) as a preposition 45 is most commonly used as a conjunction meaning ‘and’. In oath: nilar to, however, and in this and exclamations it also has a prepositional use se often translated as 'by'. s as a preposition is mést common in classical and religious texts. Examples include: was Lad uid Ally a 'By the One in whose hands lies the soul of Khadija..." (ch. 4, 6a) 'By my Lord!" ania) "By God!" «ii{ 5} (d) Too small to do X The idea of ‘too’, as in 'too small to do X’ or 'too old to do X', is expressed by the elative followed by Jas {i 32. Examples include:Grammaristylistics 109 ‘Di ee) s (Raed Laas Si Ge steal) Gly Ce LS! reall Se IS foleaill 94 aa ‘twas difficult to convince him that he was too small to wear a turban or to get into a caftan.' (ch. 4, 4b) foals Jie thas Si oe Si} 8 'Itis too big to be solved by one mind.’ (ch. 5, 11b) (©) Use of geil with no gals The relative clause almost always takes a pronoun which agrees with the relative pronoun (or preceding noun where one exists). This pronoun is called a gl, or ale in Arabic. In classical texts, however, relative clauses can occasionally lack a elo oui GUL Wstun ob ‘Then | told her about what I had seen.’ (ch. 4, 6a) 8. Aural Arabic texts 1 (a) Qur'anic suras, Listen to the following suras from the Qur'an read first in Arabic and then in English: oS! 3) 544+ GLU! 3 ypu Gh Bye (AN) pel el abl BE gill af ab F310) FE oe ole vy) Ai uby cy) __ iy le gills) ey he.)110. The rise of Islam S49! Le 6 5) G1 (VN) Sie BIN) dG (Vy) Up pe (VA) LG ei Gh YW (va) OEY Bye (VV) pel ab aD pay shana (\) Setasl abt (1) as eee (8 ISL) (b) Listen to the whole of the following text from 401! sLiaa, no. 8 side 1, item 1, which introduces and includes a recording by the late &23 saa» @8 of quot 3yg44 then complete exercises i. and ii. below which relate to the introductory section of the text. i Listening to the text, fill in the gaps in the following transcription. S48 4) — ts Ys ge a 7sAural Arabic texts 1111 tsp lt spt! feat Aloe alas ines! ol 3 woo be, os Ss 3558 8 — oes Gi gs —— 5 aes ——____ te! se «ul ad ii Answer the following questions relating to the text in English. 1. When did Shaikh Muhammad Rif'at die? 2. What is he still considered to be? 3. What disability did he have? 4. What did God bless him with? 5. What is he said to have recorded in Cairo? 6. What is in the possession of the BBC? 9. Aural Arabic texts 2 Listen to the following text from yg}! slioa, no. 12, side 2, item 4, bse los poLu! pg le Gil, then complete exercises i. and ii. below. i Answer the following questions based on the first paragraph of the passage beginning p SII gi pill (ps GUSY! p jlSs andending gail i p24! 553 Who is Yahya al-Mu‘allim? How many times was his book gy SJ! gi jiJ! (ei GOLSY! ¢ ; lS printed in the Arab world? What has he decided to do now? What is the name of the radio programme in which he discusses this project? What did Yahya al-Mu'allim’s English-speaking friends suggest? ‘What was his response? Where is Tariq Ihsan from? ore AanEY112. The rise of Islam 8 Where is Hala al-Sulh from? 9. What did Yahya al-Muallim do with the results of their endeavours? 10. Where is the new book being printed? ii. Produce a transcript in Arabic of the remainder of this passage from iu Le to the end, You may find the following words put in the order in which they occur in the text useful. ais composition eek to be printed (passive) Ud abi to be proficient in a language val to summarise, condense tus manuscript ike tines ina general way gh elgae either ... or Gasall Goal! the True (ie. Islamic) Religion 10. Written English texts Making use of constructions encountered in the Arabic texts above, as far as possible, translate the following texts into idiomatic Arabic. The texts are from E.A. Bawany (ed.) Islam-our choice (Cairo: Dar al-kitab al-masri), p.7 and p.11 (a) A complete way of life Islam is not a religion in the common distorted meaning of the word, confining its scope to the private life of man. It is a complete way of life, catering to all the fields of human existence. Islam provides guidance for all walks of life — individual and social, material and moral, economic and political, legal and cultural, national and international. The Qur'an enjoins man to enter the fold of Islam, without any reservation and follow God's guidance in all fields of life. (b) Simplicity, rationalism and practicalism Islam is a religion without any mythology. Its teachings are simple and intelligible. It is free from superstitions and irrational beliefs. Unity of God, Prophethood of Muhammad (peace be upon him) and the concepts of life-after-death are the basic articles of its faith. They are based on reason and sound logic. All the teachings of Islam follow from these basic beliefs and are simple and straightforward, There is no hierarchy of priests, no far-fetched abstractions, no complicated rites and rituals. Everybody is to directly approach the Book of God and translate its dictates into practice.Précis 113 11. Précis Read the following text from 7.4124! Issue 4, Oct. 1994 (published by the Saudi Cultural Bureau, London) and produce a précis in Arabic. Gh pgbdl Ga obals obarbs oleles ludl Gus Glas dslbs, Gi \. GALI» = gal Basle ys Bi pal BVT Byte lg OT = LAS 5h — 55 aS Se oe pad aay Halll MEN! lhe gb phe! Quel! lbs tS SM pan ll Lal Cat Lay pl tel 23 LGUSY Ls UL ad ad ps lady STL GeV a ed plat! pad Teh 55 poly ao! ASE lad Il pes 58 Lae ally SU! 50S Wage oleias (Ble yp GS SLA Cele a! pS oll ag landllly PLUGS! Ge SLs boas 2 UWL Gals elaally 9p) Goa Gy Bang pola GolLe ll Basal ees Sorag ALAM! s Gall ge Gohan WI Sas eb ALAIN! ose sla 593 GAT I! Jp all SL ALE Se GR By ppt gs «iL play! all yall ga Gogg Olea pall Laid! gi 3224! Li, Ted sla 55 UA esl ghee Bhs Spal Gu ES AN GU Gal Bagbally LSU ye ed uals pla! G2 ps2 JS pL elisa Epa! BLgall Cg gi SI SL pS y Leash! cole PLAY! GIs ol lag ys ola) Gadd pL awl! oda 355 pled! Sl vests dee Ge C305 gel! SII gd lel ail aes cei teaadag dare Soe spall Upany Leda Gos Bll porns qeiell ply 2 pb GE olay pe elad Gl ein gay Lil uSall Jods po Bll Hay114) The rise of Islam Led UpS5 558 Gata! Goal Fa La ae say ollie Lg hand Vy) LIS Se Bip aU Ces Ls JS Als Ly! Lekaee dad pe Gs gl ogay Gun Le SS Ge Tues tebe pb pede JS G5Ub y Jas Usb Gad Gay tl pel bal ll JS cen Bp Ge SES Laskey pln all ib. a5 ls WN gb prea Las gs Lie Laas Ug 5 qeatall LOS lb 539 Bal cL JSlay eherbs olelas Oo) A Uag he Gag gloiell Tapas G88 sy fe Halle le ys hts ost al Lad pe pout pias Neg eg CASS os ty Lala Blt, pul Lad cle Jpaeall gi cea losy Geely Quy! pale Jae al SUI gol jg Sall Ola js Gal Oo Gein Gab HL Sle . TasLdll y Ldap ghel gi GI! i liebae CU gas gles Lad! CA Daal oda Gs ey clade dl gly Bel Glee gt eas oLrbs cree Les all Lal Sie jagld gland 553 putty Shas Lol ge Se Ly td BY! ilasicdy gb ply ol! Sl pV soe 34l55 Gob Ls 5 EUS j)2 ands vel cel - (ails ga any Site Le aes Leagan poh pad obser! C95 Gi por acl |maeeesets Ba ay gh py A chee Ed gl! eh One UL Bik GILLS Clas Gleles Us 9985 BLE lel yz! SULALaS Yl aaesdy la eaters gle Cy pally 3 25 le slau Cale GLL5 Le gi syn GIl 3 praee ee My 05 pees ill ceo gadOral 115, 12. Oral piel! seb (a) One or two students to present a brief account of the emergence of Islam and its early history. (b) The presenter(s) then ask(s) the other students questions about Islam. The questions should require mainly factual answers but could also include some which require subjective or hypothetical answers. For example: Spray! job ce ~ | Spsuy! ual ya Le — Slka pias lle — 1 SAU Jury tome cael ISU - Spray! GSI ga a0 Spbedl gles GS-1 S plead gloos Asal! pi dp0 QS -V SKamaeadly ALY! Ges Lagll Gy ill pa Le A (c) Open lecturerled discussion on Islam including the principles of Islam, the early history of Islam and differences between Islam and other religions, 13. Essay Write an essay in Arabic of between 150 and 200 words on the title @LuY! 5 5415. In writing your essay address at least some of the following questions: SUI Jgny tone slo GS-1 Serle! ys ag GS - splay gISsi gale -¥ Sastally cpoueall qizall Se pou GG GS - t Slasasy sane Bly 05 Leal! U yall cures LS ~e5 Arabic language 1. Basic background material (a) Arabic as a Semitic and Afro-Asiatic language Arabic is a Semitic language (Shem or Sem being one of the sons of Noah in the Bible), and is related genetically to a number of other languages in the Middle East and Ethiopia. The Semitic language group includes not only Arabic, but also ancient languages such as Biblical Hebrew, Akkadian (formerly spoken in Iraq), ‘Aramaic and its descendent Syriac (formerly spoken in much of Iraq and Greater Syria), ancient South Arabian languages (formerly spoken in southern Arabia, and also known as Himyaritic languages), and Ge'ez (formerly spoken in Ethiopia). ‘Among the modern Semitic languages are Modern Hebrew, Modern Aramai languages (with pockets of speakers in Syria, Iraq and Iran), Amharic and Tigriniya (both spoken in Ethiopia), Maltese (which is basically a dialect of Arabic), and a number of South Arabian languages (descendents of the ancient South Arabian languages, and spoken in parts of Oman, Saudi Arabia, and Yemeni island of Socotra) More distantly, Arabic forms part of the Afro-Asiatic language family (also known as the Hamito-Semitic language family, Ham being another son of Noah). This family includes Ancient Egyptian, the Berber languages (spoken in parts of north Africa), Hausa (spoken in Nigeria and other parts of west Africa and in Sudan), and Somali. It is strongly suspected that the Afro—Asiatic language family is ultimately related to the Indo-European language family (which includes English, almost all the languages of Europe, Persian, Kurdish, Sanskrit, Hindi, and most other languages of north India). However, nobody has as yet been able to convincingly demonstrate the nature of this relationship. (b) Varieties of Arabic: the relationship between standard and colloquial Arabic ‘The following definitions of dialect, standard language, and diglossia provide a background account in modern linguistic terms of aspects of the relationship between classical or standard Arabic (.,=.23), and colloquial Arabic (4Le)Basic background material 117 Dialect A regionally or socially distinctive variety of a language, identified by a particular set of words and grammatical structures. Spoken dialects are usually also associated with a distinctive pronunciation or accent. Any language with a reasonably large number of speakers will develop dialects, especially if there are geographical barriers separating groups of people from each other, or if there are divisions of social class. One dialect may predominate as the official or standard form of the language, and this is the variety which may come to be written down (Crystal 1985: 92). Standard language "Standard languages/dialects/varieties' cut across regional differences, providing a unified means of communication, and thus an institutionalised norm which can be used in the mass-media, in teaching the language to foreigners, and so on (Crystal 1985: 286). Diglossia A term used in sociolinguistics [i.e. that branch of linguistics which studies the relationship between language and society] to refer to a situation where two very different varieties of a language co-occur throughout a speech community, each with a distinct range of social function. Both varieties are standardised to some degree, are felt to be alternatives by native-speakers and usually have special names. Sociolinguists usually talk in terms of a high (H) variety and a low (L) variety, corresponding broadly to a difference in formality: the high variety is leamt in school, tends to be used in church [also mosque], on radio programmes, in serious literature, etc., and as a consequence has greater social prestige; the low variety in family conversations, and other relatively informal settings. Diglossic situations may be found in Greek (High: Katharevousa; Low: Dhimotiki), Arabic (High: c! Low: colloquial), and some varieties of German (H: Hochdeuts Schweizerdeutsch, in Switzerland) (Crystal 1985: 93). The following is an account of the relationship between types of _ asa and isle in Egypt, as proposed by the modern Egyptian linguist El-Said Badawi (forms in transcription in the original have been replaced by Arabic script in the text as given here). The situation in most other Arab countries is similar to the one described here, the most important exceptions being the countries of North Africa a4! — Tunisia, Algeria and Morocco — in which French is widely spoken in addition to Arabic (and in some areas Berber). To describe the situation in Egypt, Badawi establishes a general scheme which distinguishes two levels of standard Arabic csead- which he terms 21,311 aaa and psoall oad —and three levels of118 Arabic language colloquial Arabic ale — which he terms Cuus¥! ipole, Gos siill Geole and (ARBLLI UaLe. Badawi describes his overall scheme in the following terms: This scheme distinguishes two levels of peed and three levels of Guele. The older of the two levels of acai which may be termed SI AI -=4a3, is specifically the linguistic vehicle of the legacy of Islamic high culture and religion, while contemporary .->03 which may be termed psaal! _-s.a4, is the vehicle of modem culture and technology. In Egypt, 51 J! .,=.a3 varies only minimally from the classical descriptions of ,--.e% as might be expected in what is now in effect a liturgical language. j.aall _-auad, on the other hand, as the vehicle of today’s intellectual needs, ex! features which contrast with the usual classical conventions — notably a marked preference for nominal, rather than verbal, sentences; moreover, when employed orally in Egypt, juaal! .,>.04 displays other departures (phonological, morphological and syntactic) from the norms of .-~was lal, and these departures for the most part occur in more pronounced forms in the various levels of U.sLe. Three levels of ZssLe can usefully be distinguished ... The mother tongue of any Egyptian child is one of only two of these, the principal distinction here being whether the family background of the child is characterized by literacy or illiteracy. By the time the child reaches school age, he will have acquired a type of mother tongue which can be broadly classified as the {Le either of the ‘enlightened’ (555s!) or of the illiterate (54:4), the latter being predominant. If the child then goes to school, he is made to function not on his own linguistic level but on the level of aad! .-».03 (in secular schools) or of oll psee4 (within the Azhar 95! system). It is here, in respect of the individual ~ rather than in the broader frame of the totality of Egyptian language variation — that the phenomenon of diglossia can usefully be recognized and studied, for from this time the child advances (or fails to advance, as the case may be) simultaneously on two separate language levels, advance in one being linked with advance in the other. What may be regarded as a fruitful culmination of this process — in the form of mastery of the third, acquired, level of ‘Zusk, namely that the highly educated (¢ 441!) — is restricted to a small percentage of the population, This level of {,sLe is in effect the spoken counterpart of the written jeall = sad and is used only in appropriate contexts of interaction between 5 séi%s or would-be jj p4itLe: their language in more mundane contexts is ordinarily Zpale a5 sill, although some may also initially have been speakers of Cased! Tole. (Hinds and Badawi, 1986: viii-ix)Additional reading 119 2. Additional reading (a) Clive Holes, Modern Arabic: Structures, Functions and Varieties (London and New York: Longman, 1995), pp. 7-45. 3. Key vocabulary On the basis of the texts in this chapter, draw up a list of Arabic grammatical terms: e.g. Gyo Jak puede tua «gd, include terms such as Sal ‘grammatical mistake’ 4. Written Arabic texts 1 (a) Read the following text by Guu . during this period? Who came to use the classical language? In what situations was the vernacular language used? What served to increase the disparity between the two languages — classical and colloquial? waAYNS 5. Written Arabic texts 2 (a) Read the following text, also by gL! 5 paall, pp. 17-18, then complete exercises all sue from (8 Uebel! pak and ii. which folfow. Padi Ge Bualy- os LS slat Gs gi - UL LAU, Uday pre edd say Al ye LA SST y Llusy! SLU! JSlaS3U Ssi 5555 Si be Ga pad Ud JS dS U Soph! sel gb aye Talal ga eb OL Sails122 Arabic language oh ay lel ep ua pel gh Lee etal Lele aly Daal OY Lal! 8 Bg Glu al oe cep teasally Gi phll oljLas Go cali gi aaay Laailly cog 53 Rl gga aL Lacey Uae pas LgSla pis pans gS Se GES peg y sljy US Se SES1y bs puoi gps Slo pill ods day Ge cualeiuly dL gad 3 Lda Glial Gale cal LS Gaut¥! te GG > GS pally PLAN ply Gob al Sally Opell pad i eb LAS = aa Lg Sl eS Gaal sat goles ty Ges Eo tN lS Lpke sane b lS gh Lppeny cl pl Oslede Lael Logue! GEV y LEY! PSII Sue Cpaee shel sph charas sh aso! Krell y Lasgo — Gab gl Spe Gia Ll GIL! any LI Ge yeas bol pes ApS Ley dpb pally ye! vel pL sais wy TAL cps Goll gi pee ll gg tell (gs Legal Gl ye¥ CM eH ge pa pS algal gi aL Os pa 1s Ga! gi RL! oak as gl eg ALI ggell le Ceased UY JS Easley Bal BBG aly oll os Gok LI folaslall oy eb Gee Guta!) peel 53 Y) pale Cabs! Teale Lage Gass BWV! pygie used ylioy i In Arabic, discuss orally what c/LLI 5.521! ae considers to be the main differences between pa wadand Syole. ii. Translate the above text into idiomatic English. (b) Read the following text by cg slsauul! ls from yivall Ubi sie Bi pal, p. 19, then translate it into idiomatic English. Also give your opinion in English of the grammar of the phrase which ends the passage (3 pSia pl pall 3 od pall. .Written Arabic texts 2. 123 waa g pbling BwAS Spins pie pS) GIS Tsien poe OS aly SI) lis pl Ui 9! OST ply pleas 9859) ll ty pee Gl! Tot 558 GAS) pileasy Gabe! ld gerlel ns pac Cds tee Y GNI coelyy sus pile os DL aig og G Tsslyeatl Y lal y sLgbony LES pally Lead Meds Lilly Lg ale ot TN phy LS UL Gad AAT ge gy Cady aay Lyle ed Joi Le sal sll G pall ssyiy velyy GoAY! LI gully jai tts Go-4 desig BjLe all cae Sry 5a! py IS 553 Seg ably Cxally Aa Leake SI cca » ett pBitany GUI jhe thas gis cel sg puslg cusrles ciple ame f LE US gb LAGI gb Gee Ge Ge phll Sigh eg es gk HL 5 pl Al gc esas 8595 eh opSGB pl peal (pb 5 yLeall Gp Spe pay ube pens eis al (c) Read the following text by (aay Seal! sass from the play Lexa! Sas, pp. 8-9, then, as far as possible, paraphrase the colloquial elements in standard Arabic. SR 5 5 ttl oped ete 7 pkl sy jLnt! C452) Cowelly pbb Gs Sal lag Lala Ld sueys Leads Lol cet Yell Gi gl Bele engl GS LS TSU ope Byles copie Qs ph ped CLS ook od Boland OI peel ne ee -coeeeld cell Gre Laas Gb sats ages iS ad toes p28 Gab pore anes Boa Bylas si WIS wal yy Gly UELU! Speers poses Belang Lal ¢ yuell ghd pe cypeall patie124 Arabic language pte bE Bay Bye gb Ll by pe Laas Slyel.. Grejy. ale Ele ogee b glu » lay Sil ee Cell I) gL Ga pbk LUG Lit Bylaw! Glass Unde cs peal aa BG a pte lp ee OSS esl et S59 Gish Bae ph Lol ees eo ydall PIS ced Las I! Se a Seles SLE opal GIT da gl ole pale 3 slut! Cote ies dag. pdacel! 83 JY! Jas, bes eS Cet chads py ends Saag pares gh (p85 GBs gle SB gly cs AS gl hee Cte Lele QS by eB spb ool os Gua gi IS tls ghee Ty ve bes of ons Capp el yg pael one SU col used Leal, Lake Quill Bre0l! ds) (pase gle GST oy Lely cLasall 9 GN Gad, Ged Gen Gab Ls glade ig ty Le chad alae g3 yh ooy Le (GUIGS Biss Cd ait pine! Lt.) ve aa Gal 8 So. eG On Gal glade Gall gb Sond Lal gS lag, pel pe LU pay Saal) ry lake es Yc Lt BLS Le . Byte GUL ip lay eS Sond Lal ogo Gall pes Gu Male JS GLE LI Le gladeWritten Arabic texts 2.125 Saal Youu! gs Call elyase spats. ave peel eos 6. Written Arabic texts 3 (classical) (a) Read the following text by baa! from Leal! sLisi le Sly pt! oll, (Cairo, 1950), p. 4, then complete exercises i. and ii. which Tollow. cpap Ll geet gel guy oe Ui Di he Sl yl Lai Ge a seeal denny Gl oy ul gsi SLB pny lll eS Ib al Bo le " © allt A Kia whe agi pi LI Cale ple ping yaa gle elds nal daly cones SLES See SL pe G Sa5 aad els ha Gules Gg) lb Day el peel 8 GUS peal gi oat Coll AIS pli sas si Sa ad ode Ga La a yay Lady paul IS ASU pas gl! eee dl aH aus» Le Gyally «ce uull 2S pe ye LST Le Joly canal! Ge Lal «Bb Ys pels Gad ghee Ge Lai Note 1. Traditional Arabic grammar recognises only three parts of speech: nouns (which includes what are from an English point of view both nouns and adjectives), verbs, and ‘particles’ (this last category covering everything which is not a noun or a verb). Make a note of the epithets used in this text Translate the text into idiomatic Engli (b) Translate the following text by gia! ¢ pl! si from 34) GUS, vol. XII, (Cairo, 1950), p. 298, into idiomatic English . Laasi et broth Cael SI Ss ol gall aed LI G! pall Leg igi hs ppb eed LS YAKS (Litt Sa) all Lat126 Arabic language 3 o5IS tbale . yk bere) oa spd ld Juba i wl aly AS AST Lf cot Ly seta (Laas ogy Gaal! 5 gg zeit 1 JUGS poet abe GUS pat oe ple Ce HL peel ota Uoglhs G! cLasiy peal ohILS Ol Sena cal Baal ako pak ta TOUS Leg 1) JUG as Gi gly Yule oe Geka YS pS! abe ety pa ya Cae gp Sli opal eb (Magnes GS Jos gl 14a g) tel ole Bp g Jad y peel CoH! si JG Uagelydy Spay nil! ibaa UylS gall Uspeai easy ce GSS8 aad Sys Gig site ai Ge Ciba Ha Sle! vole Iba 5 Gales toje Ballls «bbs Note 1. yah3 Sal gypee pds gsi psu was of Persian stock and is the first Arab grammarian whose work is extant. His book, (25... GUS, is perhaps the ‘most well known and most frequently cited work on Arabic grammar. 7. Grammar/stylisties (a) joa ‘The accusative case is often used for 3.445 ‘specification’. When used in this way it can be glossed as ‘in regard to’, ‘as, or ‘in terms of". The accusative of specification occurs after a verb or an elative and serves to delimit or specify the scope of that verb or elative. It is frequently used after the elative ,Si ‘more! when the following noun cannot be made into an elative to give the sense of 'more in terms of ...! or more with regard to ...', as im Ua jad ge (IS LE5) La ASiy dyeLade¥! ISLAM adel ge p83 leag ly galeeG¥! eal gl JSLie Spe ‘Itis [considered] one of thé most complicated social problems and one of the most intrinsically bound up with other economic and social problems.’ (ch. 9, 4c) ESI y GS pani Sty Slap ill oda Goes Ge cule ily {tit¥! be Les} "Some of these words were replaced by others [which were] easier to pronounce and more fluid on the tongue.’ (ch. 5, 5a)Grammaristylistics 127 {2a pe} La ASi y GOL! GLU! padi Gs Sualy ‘One of the oldest human languages and one of the most deep rooted.’ (ch. 5, 5a) The accusative of specification is used after other elatives when the speaker wants to say ‘more X in terms of Y', as in: SIs (ALS puusl) Gb Glo pall oda aes Ge culeinly Taw! le GL ‘Some of these words were replaced by others [which were] easier to pronounce [i.e. more easy in terms of pronunciation] and more fluid on the tongue.’ (ch. 5, 5a) Examples of the accusative of specification preceded by a verb include: AU La [Ry sare} 5155 SLall giy Lele ‘Especially since life is more difficult [i.e. increases in terms of difficulty] for the illiterate.’ (ch. 10, 4c) al le Ge bailly {aneead! "The Nabateans from the Peninsula and Mosul are innumerable in terms of number and type of tribal group.’ (ch. 6, 6a) gh egy BAS} Gena YL: deol 355 ‘Zayd is cheerful in [terms of] spirit.' (Wright II: 122) Lai3 5 Ub Bgl S59 GU ‘The flower is charming in [terms of] colour.’ (Wright II: 122) st example, the noun L5.5J limits the application of the verb sUs to colour. We can see that it would not be contradictory to say that the flower was charming in colour but not, for example, in shape (b) 2 A very common word in Arabic is the word ,".2 which is used both as a noun and as a preposition. In the first instance we shall consider its use as a noun. As a noun ye can be used singly preceded by «uJ or ¥ generally at the end of a sentence to mean ‘nothing else’ or ‘only this', and in this sense functions as a synonym to ua OF nua p42 can also be used singly preceded by the definite article, as in yi] to mean ‘the others’, ‘neighbours’ or ‘fellow men’ (cf. Wehr). However, it is more commonly used as the first term of an idafa phrase in which the genitive term can be either an adjective or a noun. In an idafa phrase it usually means ‘other128 Arabic language than’, ‘differing from! or ‘opposite to! the object or objects expressed by the genitive. Where the genitive is an adjective, ,»2 can also be glossed as 'non-', ‘un— or ‘in’, Insofar as 2 is most commonly used as the first term in an idafie phrase it is similar to the nouns «4 and Js which often translate as 'semi~' and ‘like’ respectively. (For other common first terms of idafas ef. Wright II: 210-11) Examples of 2 as the first term in an idafa phrase include: i jad + indefinite adjective jad + indefinite adjective is often used as the predicate of a sentence, as in the first iwo examples below. As in other subject-predicate structures, the indefinite adjective following ,.2 agrees with the subject in number and gende {olpbl Ys cosas sell Gy sae sat} Ib Ge gle OF eo5 NSay piesa) ‘Thus we see that it is not known who Ali ibn Zayid's grandfather was, nor what his tribe was |=. = ‘tribe’ here], nor where he was born.’ (ch. 11, 11) (Bpaghe pad} LSU Staged fAy "486 pieces of office equipment is insufficient. (ch. 9, 5b) ad + indefinite adjective is also used as the attribute to an indefinite noun. Where a yd + adjective construction functions as an attribute the adjective following agrees with the noun in definiteness, number and gender (just as it would were it not preceded by 2). Consider the following two examples: {glide jad} ga3 gle LAI! Ie ga By 5d GLA “The torrential rains this winter [fall] in an unaccustomed manner.’ (ch. BID (gee sad) Gok gph saad Bole Gi igual! oe tli ‘Itappears from the noise that the car was travelling along an unpaved road.' (ch. 5, Sc) iad + definite adjective Where 12 + adjective functions as an attribute to a definite noun the adjective following 42 is definite, as in: {s3SU pat} Septal! GI Ey shall Gag ads pe "While the colloquial language remained the language of unwritten speech.' (ch. 5, 4b)Grammaristylistics 129 iii 12 + pronoun jad + pronoun is often used in the sense of ‘others’ or ‘other’, where the pronoun refers back to a (usually immediately) preceding noun, as in {Ur pad] Gl! ade Ol galls gle jLaly "He suggested to my father that he add others to them.’ (ch. T1, 6a) {Lea pad} y SLAY Goal! Sloss sue tome ploy! ali ide ‘From the days of the Imam Muhammad Abdu, Jamal al-Din al-Afghani and others..." (ch. 10, Sa) To peal be Soll tay Jone JI55 Ls (La pad) y UL oa ‘These and other [related] questions remain a subject of discussion for the Egyptian government.’ (ch. 9, 4c) {La paé)y p2eySalgl! 35Ub plea! chins al Ugsi Y! GeUl pl) gi ulead '... however, she [Iraq] had been unable to use helicopters and the like from August last year.’ (ch. 8, 11) {opaé} Shsi) ol) cous Based sleet Gi yi. '... or that he was several personalities and the sayings of others were attributed to him.’ (ch. 11, 11) ad (Land) Gyn Ya Lyall GRU! ps LG Gi pay 0374 She US daa "... and this is that our language is the Arabic language of the Quraysh. We have known no other as a natural language for centuries.’ (ch. 5, 4a) jaé + pronoun can also be used in the sense of ‘not the same as' or ‘different from’, as in: ch (Uae) y poe penal! ph (lone) LLL! ya ge ceesleadly sae! Sp penal ‘In the Jahiliyya era it was not the same as in Islamic times, and it was different in the Umayyad era from in the Abbasid era.' (ch. 5, Sa) sad + pronoun is frequently followed by +2 + definite plural noun. In this case, it Usually means ‘other’ things expressed by the noun following js. Examples include: °130. Arabic language Lea pad)y opis IG Gay! 365 Syl! 1d Lats (BUI ga ball GAL AY! Go ‘As a result of this pollution there has been a rise in the number of instances of cholera and typhoid and other diseases indigenous to the continent.’ (ch. 9, 4a) (gslee Sl gall! JSLiG Ge Lead) ge LES LE ASI {seein tls and the most bound up with other economic and social problems.’ (ch. 9, 4c) Also consider the following example where an indefinite noun phrase follows the preposition os: Bi AAI ley Bas pt Gode Ge US pad]y aU! pb Gall 3 dl! {8 pele! Gb! sleotall Ge 5S a ‘Apart from the right to education and other rights which women do ot enjoy in many societies in the world today.’ (ch. 10, 4b) iv jué + noun Less commonly js2 takes a noun in the genitive followed by 342 + (usually) definite noun, This construction is sometimes translated as ‘[quite] apart from’, as in: (Gall pi phe! JULY! oe GIVI ole pz) '... quite apart from the hundreds of thousands of children working in the countryside." (ch. 9, 4c) Preceded by a negative verb phrase ,.2 can be translated as ‘only’, as in: {agall pad pad} pode pad Ke reas ely ‘In the whole of Mekka the only fruitful tree is the tree of the steppe.’ (ch. 8, 6b) V sadvand sad oa As thé object of the prepositions J and js, 2 is translated as 'without' and functions as a synonym of ¢.543. Consider the following example: {jad pads) awl USE gi atuell ye Qual ‘Itis not right for you to eat honey without bread.’ (ch. 11, 4b)aristylisties 131 Vi sud asa preposition _jaé can also function as a preposition (cf. Wehr). In this ease itis followed by a Gause beginning with “yi, and usually translates as ‘however’. Consider the following examples: esis! gals ye bass Y JGLII ‘Si (a2) "However, the intelligent person does not despair of the benefits of opinion.’ (ch. 11, 6b) Job phe peel paleo pb Ulas Lal lassen Le Sal cuts syst! oda 356 Gi {ae}. Sposa! heal Chas all 8! Libs I yaae “The government completed similar mud dams last July along the length of the rivers which fed the marshes of Huwayza ... however, the effect of these dams was very limited.’ (ch. 8, 11) (c) Tense subordination in Arabic In main clauses in Arabic the time reference of the verb or verbal participle is relative to the moment of uttera spill ogee ogee Cully sll! @ige ‘The curtain opens and the stage is Sivwith the light of sunset.’ (ch. 5, 5c) By atS Ophea phe WS) GIS | ates poe SS ls "My uncle was not young. He was several years older than me.’ (ch 5b) In subordinate clauses, however, the past, present or future reference of a verb is relative to the moment to which the verb in the main clause applies. Thus the bracketed imperfect verbs in the following sentences have a past time reference because of the time reference of the initial perfect verb: dus (o4ids (Wins) Ue "He thought she was asking him and enquiring of him.’ (ch. 5, 6b) {adals pees ol] say (pla) B'S Gries pie pSi ols {elec} s 2859! ll 'He was several years older than me, and used to travel on his own to Cairo and go to Al-Azhar and learn.’ (ch. 5, 5b)132 Arabic language coll {a0n3} LS] pe! OF Oo inbebiy Sots si Gol sgeme sSi Ld AN! ll SLY Ly Lut ge ols jugs ‘While Jordanian and Palestinian officials confirmed that Israel was intending to deport hundreds of women and children. (ch. 6, 4b) When a subordinated verb is in the perfect aspect the past reference of the subordinated verb again is relative to the moment to which the verb in the main clause applies and is translated by the English pluperfect when the main verb is in the perfect, as in: eel (Ipaecal) poiobuls Poe Gi Ltebuld jules osliis Cpl pail ola ys "Palestinian sources said that seven Palestinians had been shot yesterday by the Israelis.’ (ch. 6, 4b) ‘And by the future past when the main verb is in the imperfect: 'He will have gone.’ {pbla} 33 GS In some writing, particularly modern literary prose, initial 41S can be followed by several sentences or even paragraphs in which the time reference of the (usually) imperfect verb is subordinated to the initial verb. For an example of this see ch. Sb from line 2, and other works by ¢gglsasut! Jls3. When translating into English the habitual or continuous aspect of the imperfect verb is maintained but the tense is translated as past. For further discussion of tense subordination in Arabi with particular reference to Yemeni Arabic see (Watson 1993: 85-91). 8. Aural Arabic texts 1 Listen to the aural text from gad! sla, no. 36, side 2, item 6, lagi Jssel a jal! then complete exercises i. ~ iii. below. You may find it useful to read through the comprehension questions before listening to the text. i Answer the following questions in English. 1, Whatis the standard Arabic meaning of Dialects of Arabic are said to have arisen from a linguistic conflict between Arabic and which other language/s? The dialect of which country is taken as an example in this passage? When was Arabic introduced into this country? 5. Which were the predominant languages in the country at that time? Which language was the official language of the ruler? Which language came to be restricted to the church and Christian families? x AY neAural Arabic texts | 133 8. When did elements of Turkish enter this dialect? 9. Elements of which other languages entered this dialect at a later stage? 10.Who is said to speak anal! ¢ 3 Lpsle? ii_ Fill in the gaps in the text below Ll 3 pul Lag yall Gulall wits DG a ep a gL ee Ces La La oil tld SSIS AU SLs Gal oe gh gg pS ps Tabi als gt Gl LL al! V3)y 1S a5 2 As5SUI Ge 35 shill d 3 a Js U Gasi e das yall cos Wa Lat yo JI gl 3 Lad pay Ll Lal slated wae bale W3Say Aisi 3 Is thet sila s lly ei inet 45945 ~ au pha sleasls Ce sedl gle gene ot134 Arabic language Up chal! ple Usalall dye null uV Sell pe 5 sie ols ot tly el Sly dISa ay oo Uponi pros ple daly Baad Bplauall Jos ol Sop glall bs Lall Ugbae pull au 1 9 LIU Qos UG Li lias! il iu Ll pee gd ea al 9 HAS Al II YG oll ob 33 gig ss i 41S Wha 2 Laajes oF! LI GYI seals o ‘ ols «el oe he Las so see Ld sd Le ya ling wibssing « ng «dng sin Ba «ng «G52 0g Sg eee dd ng Ca pains 4 f Rotel steteeaia ste «diebang «GLE ddny « Las rés« le —____ dg « ng «UL paling « by 9g «shamans ng ggqlang rg ing ng Lange dhanaans 35 | —_ gli geAural Arabic texts 1135 e ool! 5385 Oo) Gin - ce Lg ys che lS LS Gi gay JL al Naa Gi Gi get cee Lal x) ce ST Ld peg Sosa gd TAA pale ge di og Lal SII ye Lal al Dakes oad Le Lyle Gabsly qetell ¢@—__ gi —_ ‘Translate the first paragraph of the above text into idiomatic English. 9, Aural Arabic texts 2 (a) As a preparatory exercise for aural Arabic text 2, read the following short text from hus s¥I 5 pc! Us, Feb. 3, 1993 at home. cod ed BY! peda! GLU 3 rola oI 8G 5 pi Ua ats SU tas pal Jee old Lal LG oe Las Lael Told GL ge ty ne iL eT blll Le We5e eylee Sl aay el tly geal Slee Ga GLa jks geet! oli LISI! Haus Gy ae el salle eaalad ge Cage DS AU g pee ye GUL 8 phe Ge ta Ley Lay yall Byala (b) Listen to the following aural text from y4cil! lias, no. 5, side 1, item 7, Tsu! GU 4 Taye GLAS, then fill in the gaps in the text below. pba Ul ¢ Le gf tok136 Arabic language cobe Lg ee YL Jats Jos ylacll oO sses4 Je aa a DEL Jija le c el ia , pet el ASI ay ’ fla jose si oe « Lyd oe BAS ela atl ibs oe eLigs BBY) oe dey hl Oo eels Guadalquivir gi «galgn ote Law 9S NASB ge ESI «gal gl» 155 Ls 05. « (gal g» 9-4 pal egal gl» 5 lal oot Lslinl 53 eligd e es Gp Guadatajar pL oy gee Ia, 9 «3 jLeall gal gn ol «aly Loa —____ 3 ol bi Gy jaes cberl Spal ga he GaAural Arabic texts 2.137 Guadalajara ated gi Ser gl ‘ teetas UY Lal L « Asal almacen Jit|_—_____ le —____ 038 Gey Gals olay «opbem oOo Usb ec 51] magasin ile J L « » immagazzinari Jab (53 QS 5 (Ay alferen —______5.« —____ si «o3S> alt! absai gl) — da pale lilly Gals se Gatun! df sa LS Mas) GRU 8 — 55 jl -algodon aceitunas gi aceituna s aceite ll pl le oh ey! fs AY 2 Bhs oe Case) Lal! yi ——____—- 5 .olivas gi oliva Cals ols SUS Gly JLa ead oye bis 13138. Arabic lan; vo jane ool path 9 C85 L155 Le 10. Written English texts Making use of constructions encountered in the Arabic texts above, as far as possible, translate the following text from Richard Hudson, Sociolinguistics, (Cambridge University Press, 1980), p. 54, into idiomatic Arabic. In an Arabic-speaking diglossic community, the language used at home is a local version of Arabic (there may be very great differences between one ‘dialect’ of Arabic and another, to the point of mutual incomprehensibility), with little variation between the most educated and least educated speakers. However, if someone needs to give a lecture at a university, or a sermon ina mosque, he is expected to use Standard Arabic, a variety different at all levels from the local vernacular, and felt to be so different from the vernacular that it is taught in schools in the way that foreign languages are taught in English-speaking societies. Likewise, when children learn to read and write, it is the standard language, and not the local vernacular, which they are taught. 11. Précis (a) Listen to G3Lauy! GU! 3 Lape GLAS (section 9 above) again, then produce a written précis in Arabic. (b) Read the following text by the Leban written précis in Arabic. e writer dauns Juloos, then produce a Goel Ghia! iy Udslosiny — «cnialls LYly GWG pf Gabsbe ide Si OSI (el PUM, Geel! AU! ga = gly SL! Ham Gob oe JS SBI g = pte gh bly! oda Ji gi olbas Gi ee oh eee Gly Gola gi = US le Ele Go SI! pebblye Ge Ley ly eee OF lyse ed ll UL Ly ables Babs lS, LOE Lab Jane Gi olay gill GSI! ols pa IGiy Mj Liy Cuddy Co9ld ply Tyg SLUG Gall Qa gl gall seedy Yip 54! ppb gb Geol ti eh Le elegy Lanes lust! jopeed gh lee Gb te Lye GSLs S54! pLcatl jose Si pei Ua Goisiall Sali sale 3 ols