DOCUMENT RESUME ED 402 755 FL 024 307 AUTHOR Choura, Abdessalen TITLE Competency Sesed Language Education Curriculum Guide. {Tunisian Arabic.) INSTITUIION Peace Corps (Tunisia). PUB DATE Dee 93 NOTE 8p. Pup TYPE, Guides - Claceroom Use ~ Teaching Guides (For Teacher) (052) Lancuasi acabie; English EDRE PRICE MFO1/PCO4 Plus Postage. DESCRIPTORS —-*Arabie; Conversational Language Courses; Curriculum Guides; Daily Living Skills; Foreign Countries: Grammar; "Interpersonal Communicetion; Language Patterns: Second Language Instruction: *Second Language Learning; Vocabulary Development; Voluntary Agencies; Volunteer Training Ie" “arabic (Tunisian); Peace Corps; *Tunisia ABSTRACT This curriculum guide is designed for the Arabic language training of Peace Corps workers in Tunisia, and reflects daily communication needs in that context. An introductory section Gescribes the materials’ ofganization and competency-based approach, and lists the 28 specific competencies targeted and the constructions taught within each competency. Subsequent sections address the competencies individually, Listing the lesson topic, competency, Specific constructions (im Arabic) for the lesson in each language Skill area (listening, speaking, reading, writing), vocabulary list, cultural notes, and additional references. Topics include greetings and introductions, self-identification, classroom communication, postal services, telephone use, shopping, food and restaurants. Gescribing preferences, requesting directions, family and family lite, seeking medical assistance, transportation, describing work, travel, obtaining needed papers, responding to incidents, housing, invitations, emergency assistance, clothing, appropriate response in political and religious discussions, health, kitchen utensils and Cooking, responding to police identity checks, and bargaining. Brief notes on trainee evaluation are appended. (HSE) Reproductions supplied by EDRS ary tle best that can be made « from the original document. «ED 402 755 in FLoavB0% Pr PEACE CORPS TUISIA COMPETENCY BASED LANGUAGE EDUCATION CURRICULUM GUIDE DEYELOPED BY «aBDESSALEM CHOURA EOR PEACE CORPS TUNISIA NOVEMBER-DECEMBER. 1993 BEST COPY AVAILABLE 2TABLE OF CONTENTS Introduction Design rationale . List of competericies with their grammatical points... Competency # 1 .. Competency # 2 . ‘Competency #3 .. Competency # 4 .. Competency #5 .. Competency #6 Competency #7 Competency # 8 Competency #9 Competency #10 Competency #11 Competency #12 Competency #13 Competency #14 Competency #15 Competency #16 Competency #17 Competency #18 Competency #19 Competency #20 Competency #21 ... ‘Competency #22 ‘Competency #23 Competency #24 Competency #25 Competency #26 Competency #27 Competency #28 .. Evaluation of Trainees’ progThis Curriculum would aot have sccn thc day without the great work atmosphere of Peace Corps Tunisia; I have been having a constant support from all Peace Corps staff, and especially our Country Director John E. Roberts to whom I would like to express my deep respect. I would like also to extend my sincere gratitude and respect to all Volunteers I worked with since Fall 1991, they have provided me with invaluable advice and feedback. T should not forget Peace Corps instructors who have always been ‘an excellent resource for me in reviewing and updating this Curriculum based on their observations of Volunteers’ interactions. needs and interests. Ridha Labidi who did not spare an effort to help finalize this curriculum, i.e, in copying, adjusting, binding and reduplicating merits a pat on the back. To all those who contributed to this newly bor. reference I feel very indebted. This curriculum is merely a blueprint: an educational plan. It gets its power from the teachers who shape and implement it and from the learners equally who act upon it. Needless to say that the more creative and experienced language teachers are, the more effective and successful this curriculum will be in achieving its desired goals. ‘That is certainly competent Volunteers both in communication and culture of the target language. The following Sections include a design rationale, a list of competencies and their correspondent grammatical points, as well as, single outlines of each competency.DESIGN RATIONALE It is true that leaming a second/forcign language is not as easy as learning one's first language; learning a first language is considered by some people as part of one's natural growing. This docs not mean, however, that adults can not learn or excel in learning a new language. What changes with age is how and where learning is performed. Peace Corps’ Prospective Volumeers represent a wide range of age. professional experiences and backgrounds. They also represent an enormous variety of educational experiences, including previous foreign language learning. This in itself facilitates the learning process because these learners are linguistically competent, i.e. they make comparisons and generalizations, in addition to being independent, which implies knowing exactly what they are supposed to lear and how to learn it. It is also of a great help to the instructor because adult learners will give input and make the class more active and teaching more fun. Contrary to the positive points adult learners may bring to teaching, some of them may find difficulty in learning and this is due health reasons or personal ones. With hearing loss and visual, acuity decline, understanding ‘of words and production of new sounds becéme difficult. Jf one finds some difficulty adjusting to the new environment and/or thinks about ‘one's relatives whom he/she left behind, this could become a hiader from earning the language 100. Understanding the adult learner and adjusting to the learning environment are crucial to successful language lcarning. Needless to say that strategies and techniques of teaching should always be remembered. Techniques that do not match or fit with adult learners should not be be taken wholeheartedly, i.e. those that rely on rote learning, speed, etc. . A long explanation about grammar or visual and auditory acuity should be avoided too. In contrast, techniques that facilitate and enhance learning should be reinforced, i.e. games (this should not turn, as a matter of fact. into a competition either), activities, role plays and experiential learning. It is no wonder that there is a bi adult learning and the Competency overlap between the characteristics of Based Approach. j The language program should respond to the language learmng needs of a range of participants. The Compeiency-Based Approach has beenadopted in part because it seems well-suited to older learners, Rather than focusing on an arbitrary sequence of academic material (which might appeal most to recent college graduates), the Competency-Based curriculum puts the learners’ real-life needs at the cemer of the program. For example, one of the participants may be an environmental engineer with over 20 years of professional experience and no previous foreign language study, and with a learning style that favors experimentation and participation rather than analysis and memorization. ‘This participant would probably have less success in a program which emphasized grammar than in one which included roleplays and assignments in the community. ti Comperency-Based language teaching is flexible in terms of time, lea.aing style and instructional techniques. Learners are not supposed to master all aspects of the language before starting practice, they are immersed and practice while learning. Ore point to remember is that there are no failures in a Competency-Based language classroom; learners have the possibility to practice a competency as aspects of the language are Tecurrent through the topics, visits and everyday practice. What counts most is what one says and not how to say it, as long as there is no break of communication. The following se tion will include the full list of competencies that emerged from a variety of needs assessment techniques and their correspondent grammatical points. si ii gLANGUAGE COMPETENCIES AND THEIR CORRESPONDING GRAMMATICAL POINTS, = _ Exchange appropriate ritualistic greetings. * Question words (ash. shnu). * Possessive pronouns (W/ya, (Dk. ha * Personal pronouns (ana, intl ..). + Identify’ self and others. * Question words (mni:n, qadda:sh). * Declensions of Nouns and Adjectives (mas. & fem.) Prepositions (min, | ‘The future. = Respond to classroom instructions. * The imperative of some verbs (Hill. sakkir, asqif, etc.) The present tense. * The negative form of the verb. + Send ana receive mail/telegrams. * Declension of numericals (wa:flid, walda) = Conjunction (walla). * Questions words (I witn. bqadda:sh). * Conjugation of all verbs given - in the imperatives followed with object pronouns ‘Make local and long distance telephone calls. * Conjugation ot some verbs in the present (yaSmil. yHIbo, yibSaub) * Declension of question words (shnu, shniys). = Purchase food and personal items. * Use of the interrogative with no question words (yes/no quzstions. + The structure (I need). * Countables and non-countables (zis. 3dham. etc.) * Singular and plural of some nouns = Order food at a restaurant and order drinks at a café. Use of some adjectives and their opposites (axu:n. barr, bachi. xaryib. ete.) * Some complex. transitive verbs and their conjugation in the imperative (@3Tini, jicbll, zisdni). * Review of the present with those verbs. = Describe Tunisian eating habits and characteristic toods. * Concord between nouns and adjectives (feminine adjectives with feminine nouns. eic.). * Use of opinion expressions like (fi ra: Intensifiers and their position (placed before nouns and after adjectives). Describe eating and drinking preterences. Use of the distributive (la... la.) The comparative and the Altemative questions (ama ‘Ask for and follow Relative pronouns (illi). Preposition of location (wra, mga:bil. etc.1. : w? ;Exchange information about families. Declensions of irregular adjectives (fem. & mas.). Conjugaion of (aa. za:l). Negation of adjectives. Describe Tunisian family life and relationships. Use of frequency adverbs (sa3a:t, di:m, ete.) Use of the causal conjuncton (Sia xa:Tin Use of reflexive personal pronouns (walldi, walldu, etc.). + Seek medical advice and help. * Introduction of the structure (qaddash 3andha.). * Use of the imperative and its plural. = Select means of transportation considering time, distance and availability. * Use of thamma to mean there is. * Reviewing the comparative form. * Reviewing the future. = Describe Peace Corps mission in Tunis‘a. * Introduction of the past tense (verbs of the first type). * The two different ways of using the dual (xubza/xubztim). = Design a travel plan to specific locations, © muoduction of modal auxiliaries (ynajjim. yilzim, etc.). * The present tense of verbs related to time (yuxryj, yuSil, etc) = oblain @ carte de sejour. © Use of the demonstratives and their declencion. + Use of bash meaning tofin order 10, Respond to “hassling” incidents. * Conjugation of object pronouns after prepositions (m3aya, m3ak, etc.). + The negative form of the verb 10 have. * Review of the imperative. + “Describe housing preferences & purchase housing needs. * Use of the expressions of need nagisni and Hash. introduction of the present progressive. Use of some, expressions of preference (maDa biyys). The present form of the impersonal verb ‘wth’ all object pronouns. Profter/accept/deciine invitations. Idiomaiie expressions. * Introduction of te expression (haya) . * Review object pronouns and their connection to adverbs (baHDaya). Request and get emergency help. The passive voice. Inroduetion of the past tense (verbs of the second type). +" Use of imenjections. like (fiw ti. Purchase clothing. More question words, (bqaddash), Use. of the. interzonegative More -erbs in the imperative form The plural of colors and some items of clothing Respond appropriately in political & religious discussions. expressions like (all, niHfadhr b raiyiet alone, keep one’s thoughts 0 oneself, ete.) ose of expressions of wish (rabbi yahdi + Review ‘of the imperative combined with object pronounsDescribe common ailments. Introduction of the present perfect (tawwa 3andi). Introduction ot the past tense (verbs of the third type). Sentence openers (yudhhirli, bidhdhahir). = Maintain a house/apartment (contracts, moving in, paying rent, and bills). = Review of modal auxiliaries. * Inuoduction of the expression (fil_ wag). * Review of the relative pronoun (ili). Describe basic kitchen utensils and their use. Introduction of the past tence (verbs of the fourth type). Expansion of prepositions. Use of structures (kifa:sh ta3mil bash ...2). ‘The impersonal pronoun afier verbs in the present (masc forms) = Respond to police identity checks. * Introduction of the present participle of some verbs (ma:shi. ra:qid. etc.) + Review of the demonstrative pronouns. * Review of the past tense of verbs of the fourth type, gain appropriately. Review of the imperative with some verbs. Review of the present tense. Introduction of the structure (tawwa + verb in the present) ye and feminine vidEe moeTaPIc: COMPETENCY: EXCHANGE APPROPRIATE RITUALSTIC GREETINGS: GOAL OBJECTIVE: UPONCOMPLETION OF THIS COMPETENCY, TRAINEES WILL 8 ABLETO (UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING ‘SPEAKING asm = Lae sastama Ati soatitxir piel SbaH i xi wvhdee {Shad la xix tru Hatt? $y metas {Sbas taxi Sede ——— shwayya ARs la ba:s, Hamdullah wad sbru Hwati__ 7§___ Norns labas, mea fils ta ba, yeayatik shnu / Sandik didn Ss Hatia shay gnc ea rE oo shark Tayylb undpaS hes win zada Bayes nabustk / qhudwa Ryd nlGaptss wo ghallaht wis (ise a aad J la3shiyya READING WRITINGGRAMMATICAL FOCUS Question words. E ap, ann gota. Possessive pronouns wa Ok «3 me eee tum fe Personal pronouns ana Ms} in) huwa tye Se atina, Intuma wok tuma [, Declonsion of adjectives (mas. & fem.) GULTURAL NOTES Tunisian-Arabic is a right to loft language, Le. word ordor in sentences is different from other languages Tunisians usa many religious and euphemistic words “To be" dows not have a conjugated form in tho procont lke in other languages ‘Adjectives are dectined according to the Gender and number of the preceding noun VOCABULARY REFERENCE BOOKS: | Nouns ‘A Beginners! Course in Tunisian- Arabi | Fariy members pa gion Tunsian-Ambie Ditonary i mate | nt aie Arabic Phrase Book bu a comm 2 Times of the. af ee | Sabiva Te oe Taman gas mredh axe mugetag ‘2 naa 13 rr' fe Ce ee eee ee) ' 15 6 a _— a)TorIC: PERSONAL INFORMATION COMPETENCY: IDENTIFY SELF AND OTHERS GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LaNauaae AREAS LISTENING ‘SPEAKING shnu /ismik? §X aa ugia de ismi earl, aah / Tet : Se s Bra min a int / fransaswi 2 phuaSf/nc oS fa,aina / amarikani 3 mr) 1 transawiya "Fags 7 amanvaniyat gb tamil fi tumnis 7 yigh.p lash, qaddash bash tugdud fi tu:nis ? witn (tuskun ? 6.26 8/2 1 tdi 7 eps rqadin tk. Gy tikalim bitgarbi 2 fealaics yaaTik iSSabHa | | Ate ANS Say READING BEST COPY AVAILABLE Gna mitTawwas / mitTawaa fes'oca\:\ A hayt issalsimyS cA, re 2 SErmin yah nuskun / fi . os “ ‘nixdin / - Hoc nitsbartu by Saks stwaya bark SB ots veaystik SnesGRAMMATICAL Focus CULTURAL NOTES (Question words Tunisians are always impressed with {orsign people who speak thair language Arabic is associated with Islam Prepositions ‘Only a few Tunisian people know about i Poace Comps The future sh verb in ths present Declension of nouns (mas. & fem.) | VOCABULARY REFERENCE BOOKS ‘A Beginners’ Course in Tunisian-Arabie English Turisian-Arabic Dictionary ‘Arabic Phrase Book i Adjectives fransawi eau amantan REA Mom Sos 17 |fr, | |ToPIc: (GLASSHOOM ORIENTATION AND EXPRESSIONS COMPETENCY: RESPOND TO CLASSROOM INSTRUCTIONS GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS ‘LISTENING (‘SPEAKING tfadbdhaludaul Sey) a5 bishwayya yeayshik < Samiti, ai Al sdimabini Sandi suai\oa ies uggud 23h, Egifugit AS14055 nf thimtish 5S mbm salle it bat GL Ws a tsh nau Hy ae Seah ph plas éja | shu:ni papa. Doeh. = mae kag neonate? NalLame inmas cbal 5pm min fadhik Saowid pen Aiaive Sanwid! !ele fhimt? ¢4ceamnis yizzi ySayshik Sonos de, apsi sa Geddes’ READING WRITING BEST COPY AVAILABLE 20GRAMMATICAL FOCUS CULTURAL NOTES Question words. Tunisian-Arabie dees not have a vatesh SL smote tn, popu he Prepostion “Sand” conjugated with all - | ‘The imperative pronouns Sarwid (sing.) dele | anc Tenis query us i imperative without using the magic word "please" in | The Present Tense their discourse. As a matter of fact, one “Banal 93 should not taks it as an offonso snake, Sandu, Notice the use of borived words trom ‘Sandha’ ftalian such as "blaSa" gandna Vadic. Sandkum 9 Sandhum fas Prepositions Dh nae ‘The Negative Form mfteverbsish 58.4¥4 be VOCABULARY REFERENCE BOOKS Nouns Aboginners' Course in Tunisian-Arabic biasa Wad, . sual es English Tunisian-Arabic Dictionary mane Gass bap ‘Arabic Phrase Book Verbs ret Sok yuqsud 2 rout clea a wid age ez yismads . Adverbs huni _ apm bisnweyya 4357...POSTAL SERVICE, COMPETENCY: SEND AND RECEIVE MAL/TELEGRAMS GOAL OBJECTIVE: —_ UPON COMPLETIONOF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LUSTENING pusstal ? bxams miya Yeeeah Twin? tesgsh I bu:sTa | yu:m 3 mami pages READING ‘SPEAKING eSTini timbri |, mari, yBayshil neibb nibaatty jai Goalies Vali: pS! tamara VC gah ; wactish til bu:sTa WAbman\SR.skin tana bwat a [stir lant WRITINGGRAMMATICAL FOCUS Question Words todo cou’ baadeth Shh» ‘Conjunctions waa hs Personal Pronouns (ind. obj;) Bi sy sha aa Le na Ls. hum po Deciension of Numericals Wa:Hid (m.) waHida (t) Bre, CULTURAL NOTES Packages might be opened for a usual check-up by customs. it i ‘should not be shocking it it ever oceurs ‘Sometimes it takes a long time to get a latter to the Statos; this depends essentially on overseas sarvicas ‘To make sure one gets his/her laters a : and not have them misrouted, @ advisable to wrte on the ervelope ‘North Attica” 16 REFERENCE BOOKS ‘A Beginners’ Course in Tunisian-Arabic English tunisian-Arabie Dictionary Arabic Phrase BookTopic: POSTAL SERVICE COMPETENCY: MAKE LOCAL AND LONG DISTANCE TELEPHONE CALLS. GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL. BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES | LANGUAGE AREAS | LISTENING SPEAKING | sts Abb nami Sued ‘alfusn un pov, yayshikStaropess lwin 2 ¢ . 1 amarcea LG 3, abn in rua haynes 1 tunis yess ‘shruwa il ku:d 7 Eon 3262291 shniyya il bltd 772A MAS 309 win hadi? Blancas piyuria Lyon, eordbes mma thammaigh tunalti, 3M, SLL. ma yifwibsh ale batk allahu fik KuSASOV.S} jamb ober Yyienshi it taksifusn READING WRITING~~ GRAMMATICAL FOCUS CULTURAL NOTES Question words A polte way of asking for help from a shiva “Log te porzon io to addroce aman aa *xuya" and a woman as *w" ‘The Present Tense The rate per minute is the same in making Deciension of: phone caits, whether calling at nignt or during the day Question words : sn Tunisian Arabic does not have a pronoun soniye for the neutral; objects are sither ome ‘masculine or feminine Adjectives _. Reir 5 3 wr Sash VOCABULARY REFERENCE BOOKS tunallt, eros iar Nan ybibb os thamma 435, yew I33, YAMS gpa Abjectives . Eixinuxra gsh/..g 0) ‘A Beginners’ Course in Tunisian-Arabic Enalish Tunisian-Arabic Dictionary ‘Arabic Phrase book 27Le oa) OD Bs ECR ahs C1 i;SHOPPING. COMPETENCY: PURCHASE FOOD AND PERSONAL (TEMS GAL OBJECTIVE: | UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING SPEAKING ‘faghabil sh Hashtik 7 lama Sandi:sh, ama La, eae amma vaghar fl queen pSaN Laas mta:3 il yum, w Hlus , is(f) is sukkur * Maghir bash losle aSTini kilu sukkur Sus lS oubact ww bakla Hib w dabbu:za. Zit zituzna w Hacra Sahar Sandik TmaTim kBab ? veal e ySayshik Kayne xuya, wzin Fi FTal Tre pia or w Kilu Snib w kilt Iz _sp\ Miso melas, fish i karmus ? ¢ sponsih Sn5s uzin Wi FTal, yizzi See Noho READING il aswa:m pot asa:mi il ghalla, wil xughra WRITINGGRAMMATICAL FOCUS Comparison Expressing resemblance 1 aS Sing. & Pl. of Nouns Countables & Non-Countables The Present Tense of: Mash 2 lm CULTURAL NOTES In Tunisia now, the date of expiration ‘at which food spoils is indicated on the package tn rural areas people have a weekly market day where a varely of products are displayed Uke the West, one can find all kinds of producte in big stores in major cities VOCABULARY ears Grcere , oar Hib Cophiee ae Fruts & Yepeabes Tmattin lols SND ates ramus wpneS. Verbs Yen a8 Adjectives Hu. fish Kass, Aaveros i hum NaS Conyunctions ama 30 24 REFERENCE BOOKS ‘A Beginners’ Course in Tunisian-Arabic English Tunisian-Arabie Dictionary Arabic Phrase Book 4 ke = a oe a =~ = = roiTOPIC: FOOD AND DRINK COMPETENCY: ORDER FOOD AT A RESTAUARNT AND ORDER DRINKS AT A CAFE GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES: LANGUAGE AREAS LISTENING Sandna dja rut: ww kusksi bil gall w kammuniyya tHibb ma Sa:tya? fala hv Ha:dhir bash a yjalw.d 3 SPEAKING ‘Beh Sandkum fil mea of ta3Tini | mit ySayshik ease AN. asTini SiasTa epgnsh wont ee fa, mursh la:zim pau taaTini i Hea, yoayati Chel D phe a3Tini wasHid sitrunac opiate Baya: ibb zu:z kapi:san, w walda kucka, w hlactha gatu: READING WRITING minh need iHerb ime aM1. i GRAMMATICAL FOCUS Use of some adjectives & their opposites sxuTWbaid lilies =e ke Difference in conjugation between kb w awTt in the imperative iva, sun letters & traation, | VOCABULARY Nouns runs, 9p Beverazee tS gahwa Hi:b/kapiss lackey ferkarsirunacd al SS Food Ga:Ta Abed, Ee kusksi Snacks gay oh 5 Vers ; yHibbiyasTi «ean, vatkul, yusnryb Lays, VRAIS Acjecuves mish: 465 Sam bain zee HiuagainS op AB gh om pacabted SAS ees 33 28 CULTURAL NOTES Tips are not included in the price of meals. ‘and ft IS up 10 the customer whether or not to give a tip Most, if not all, restaurants offer both meat ‘and fish: vegetarians can have salads A frlandty way of calling a waiter is by Addressing him as xurya (mundi (f) d REFERENCE BOOKS A Beginners’ Course in Tunisian-Arabic Englieh Tunician Arable Dictionary Arabic Phrase Book rT a BEST COPY AVAILABLEFOOD AND DRINK COMPETENCY: _DESCRIBE TUNISIAN EATING HABITS AND CHARACTERISTIC FOODS OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOU.OWING STRUCTURES LANGUAGE AREAS USTENING walla yu:ghur, w kul wathid ash yHibb, abnuwwa ra:yik fil mzkla it sunsiyya? $3 / rusksi: bil aaah Asay aS ‘SPEAKING ie Lad eugene kit it maa ii maksikiyya i twinsa yTayou paca ass3\ bil |Ham dima, w Zna ‘ma nakulgh il Ham Ao sonyya imaka LIS Tmashhura fr tunis Gagged READING BEST COPY AVAILABLE WRITINGGRAMMATICAL FOCUS Conjugation of: vyaiib + object pronoun shnu ray + possessive pronoun Use of intenstiers otere nouns barspa xubz ae After adjectives —* exun barsha tay coco Aas Use of opinion expressions, like shnu rayik...2 ee gh cawik.” 25 ex CULTURAL NOTES Tunisian people eat the head, logs & tripe of sheep and cows, In contain ragions, people stil use their hands to eat certain types of food It is stil a commen practice to eat “qaddi:d" which is a-preserved:in-salt ‘meat (ike smokod meat) ‘Thare is a tondency to oat similar cishes in the holy month of Ramadhan VOCABULARY aaveros barsha “Lis, vast sat Pronouns fa weld ary NS REFERENCE BOOKS ‘A Beginners’ Course in Tunisian-Arabic English tunisian-Arabie Dictionary ‘Arabic Phrase BookCOMPETENCY: GOAL OBJECTIVE: FOOD AND DRINK DESCAIBE EATING AND DRINKING PHERERENCES UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOU. OWING STRUCTURES LANGUAGE AREAS LISTENING Sle ape «Soe tHibb il mluzxyya Mirada _S walla la:? tughrub il bisa? ama si bata Sh alt waila il maganu: Tae ‘ackul id ij? dew jas SPEAKING alison mask BA aco Aigiibni: hiya il magarunaiyiliargans. bathya, ama linha Las Sbabials Shrib shwayya Atpeths ast ugh dima Lage if maganuina Sandi: xix poe Autbngs fa, Bna viftaryan, la seat hs ngkul ta dpa la Ham Hib il ghalla barsha % on ushrub il g&zu:z barahdtyrs\I\ apts, READING BEST COPY AVAILABLE 38 WRITING hhaGRAMMATICAL FOCUS The comparative and the superiative Uso of the alstrbutive Ba Bw ad | YouNo questions . tHibb ..... walla la7f G6 Ga CULTURAL NOTES Most Tunisians have no idea of what a vvogotarian is ‘Most Tunisians do not drink wine or ‘sat pork even though both are available in the market Just as language is a max, food and drinks also represent a mix, e.g, Turkish pastries, ‘Border and Italian dishes, viz. Kuskus and ‘Spaghetti respectively, etc. coors rinks a bisravgazuz e\o/. A525 Adjectives vitaryan gy Vaz atid bahya Loa. avers dima lays, barsta “anys Conjurcttons wala 5 Veros ; vékullvustrub Gostaa/... Gly VOCABULARY Nouns dishes muuxiyya At, sks. REFERENCE BOOKS A Baginners' Course in Tunisian-Arabic English Tunistan-Arabie Dietionary Arabic Phrase Book 39 i. Ft ‘ake wees eee i Sees rt eeTopic: DIRECTIONS COMPETENCY: ASK FOR AND FOLLOW DIRECTIONS GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE 10 UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS USTENING xurya, kitassh nimh {markiz ishshurTa? bu:eTa...2 i markiz bijnabha bidhdhabT tingam, il mHaTTa Ataenhe ptt aS 0a hue sp SLemesie ih yaa 3, tnt ke Sek i quaaa:m READING WRITING pamyik in abut Lgutlh Sochy asamididaras AoA S asim il mHaTTat coded mughlagimatu —getabe/n dahon mamnu:s id dunt yo pum BEST COPY AVAILABLE 41 20GRAMMATICAL Focus Question words win Bullding the plural of certain nouns Preposition of lecation $$ $$ CULTURAL NOTES oad names and numbers do not count ‘uch for Tunisiane in giving directions. ‘They always use one building of location as a reference, ‘Tunisians, untika Westemore, do not Use maps and find dificuity in reading or Pointing to 2 placo.on the map. VOCABULARY Nouns busta’ markiz snurta Sse miaTTa ie Adjectives art min yas baid'tia GuSeas Prepositions wre quads’ aS. maacbil i Adverps gai ol baHDa Vox oiaganapT tema Pronouns i aS 42 40 REFERENCE BOOKS ‘A Beginners! Course in Tunisian-Arabic Engish Tunsian-Arabic Dictionary ‘Arabic Phrase Book ndTopic: FAMILY COMPETENCY: _EXCHANGE INFORMATION ABOUT FAMILIES, GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING inturma qaddaah fil py. d por Saryla? PALA aN aHna 2u:z bn, w thlactha awt aan yorum bi apa : inti /maarns?¢, TOBA Ja, @na mush Spoeltshed ina # ea a ah taamil unkg Sink. aa 5 uci; ma 28dit taqra flamaa taal Rep gandik awiae? 9.28. $dS0 Ana b awlacd, w awititohSegdSlalh awit gaghgh usknu msa vasabnun th Spregna Sass usknu ma UMM, i w baba yuskun wads es READING WRITING BEST COPY AVAILABLE 44 aGRAMMATICAL FOCUS CULTURAL NOTES Quostion words Non-Muslims are not eligible for adcoting gacdiiah SNS Mustim chron Prepositions Tunisian famity members sil ve with mo Dectonsion of irregular adjectives (t. & m) saz ashe Sbiyya tm Presont tense {more verbs) yustun cs yaqa Sas Negation of adjectives mush + adj. Conjugation of mazai «Whe Dectansion of the rtlxlve pers. pronoun Walid ary close ties Ws sti not totaly accepted that single ‘men of woman live alone in the same area their famiias tive in Divorce is common, however, pligamy is forbidden by law ‘The concept of hatf-brother or sister doos ‘ot oxist; it is actually brother or sister fon either the mother or the fathers side REFERENCE BOOKS VOCABULARY Nouns Family tree relatives & in-laws eu eo be wo netbook Vers vinci p> yaar. yustun (Seo yaar “pbs Adveros maze la wa Adjectives moar. eee beubNate conker co le Numpers Wann «ipa ady A Beginners’ Course in Tunisianarabic English Tunisian-Arabie Dictionary Arabic Phrase Book PdTopic: FAMILY. COMPETENCY: _ DESCRIBE TUNISIAN FAMILY LIFE AND RELATIONSHIPS GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING ‘SPEAKING saya w marty yuskru 5 ScncSsemuso> xuh yuskun watidu_»depchuator mana (olen Sia xa:Tir yixdim Bix ee nals = umm dima timsbi «.ads\oa buch ma yixdimgy la aah es a matron ca oe x hiyya il tzin, umm baba (ba3gh) saga: ace th toayyid BattOBne. ne ae bargha axwe/axwa:t se ST Agatha READING WAITING 47peer eke GaauuaTieal Focus GULTURAL NOTES Present tense ne mays wo or tree famies tun toyeper La. sheng e sme Rouse {wo congue webs one neat the anne epee a meget There much mate con of ci ith | Deseroe an event: no intintve ‘and families are becoming more and more timshi: 12ur saat aolaws ructear ; Fequan) aves The airy ao ttan cae of by hae | dima Mas shiren mot ofthe tina ‘Causal conjunction Sta xa:Tir VOCABULARY REFERENCE BOOKS Nouns A Beginners’ Course my Tunistan-Arabic + ma. ant cat English Tunisian-Arabic Dictionary bu o> unin pl. Arabic Phrase Book 2a nati. Vers RUT eat Yi ome yay Otay Adveros arma Logs, (baddy) saat Lda (jaan) bard Sass,CY oe, Pet 4 ae re A cK ye LAY ERD xP ry mee Eos Ba PCE Sars {£83 > t ee 7 ive (=> ofTopic: HEALTH AND ANATOMY. COMPETENCY: SEEK MEDICAL ADVICE AND HELP GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS USTENING SPEAKING Sandi rund? Goad igye Sine ‘stanna shwayya, 3+ tawwa ndayyiTTik. « 4h bik ia baie? cola Sa warrini aghut, his jrotm aetna Hwy, trate, dl apie ee gaddash Sancha Nadas LASS. WHkgya? 2k haw bash na3TEk ee apie dwa. w inshallah i Soatintoa ages tee la rucHik, Hib nga:bil ITbi:D —_—e ith sand” la ma Sandissh cgi maid tu:ia@ ya:sint st alga ee Sandi sxa:nay fA ae irs ti: gt nharrin pa Lets bistama, ySayshik Staxaeedos READING WRITING j i ibeGRAMMATICAL FOCUS Question worss Bah aos qaaaasn,. Ws Prepositions Bla adhe ‘Structures like qaddash Sangha...29. Ledia 5h di (CULTURAL NOTES ‘Some people in rural areas sill use some traditional treatments because they can ‘ot afford 10 go to a medical practitioner Practically everyone benefits from the Nationai Heath Service and are treated {or a symbolic contribution if not for free ‘Some people go to the practitioner only in senous casos. but not for a cold or a stomach ache VOCABULARY REFERENCE BOOKS Nouns Hway) ZaLecr &S ena mH tar SS Tob aloe masa Ba, rama nD veos aay aay wart creo > ym zz inate Cosas ror oe A Beginners’ Course in Turisan-Arabie English Tunisian-Arabic Dictionary ‘Arabic Phrase Book = = iTOPIC: TRANSPORTATION COMPETENCY: SELECT MEANS OF TRANSPORTATION CONSIDERING TIME. GOAL DISTANCE AND AVAILABILITY OBJECTIVE: _ UPONCOMPLETIONOF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING fama thammash — LSSLS uD i luwac. er 1a naSrafsh boaddash SANG» bass Le Sahat ee mmurikin kul nuSS siSeel an pe }S Sam, taartb eta Ln gas it hawas| xice mit wn dae la xa:Tir agra wi wins Hur a wa OSA, SPEAKING thamma tr8n yimsbi { zaghwenn? ina ain Veaghwain? SNe bqndtiah sata? Fags Me READING z btyik il mHaTTat zee Sok maHaTTit tu:nis ce i janucbiyya ein mmablaTTH if hawasat Con) SA Sen HW awaa:t Soh Dana Las WYED Spal WRITING BEST COPY AVAILABLEGRAMMATICAL FOCUS The comparative ahi xr The future The expression zagma CULTURAL NOTES ‘There are special means of transportation Jn Tunisia, which are used to link remote areas with towns: they are called *naal Its always safer to travel by train: this docs not moan that other means are not reliable {In traveling by van, one has to use his! hye own force to gel a seat as there is no order of first came frst served vocaBuLaRY Nouns tay Qed tran OS dinya ss. wat 5, ea Vers yoqgud Xai yuxruy Gabe, yadrat \ S35 Adjectives wimatziy g SLAMS sure Spee wut SSS Adveros weaned : biinaheo? aL, ta A 54 56 REFERENCE BOOKS A Beginners’ Course in Tumusian-Arabie English Tussian-Arabie Dictionary Arabic Phrase Book at aiM SEO OERTOPIC: oted COMPETENCY: DESCRIBE PEACE CORPS MSSIONINTUNISIA GOAL OBJECTIVE: UPONCOMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING SPEAKING ash ta3mil munadhdhimt Aatinn an SS paytisealin? fq nah Ase we stun Rawwinta? Lass Licgah tag w Sancha barsha fi Maladies nis? Fcaayh ae wtawwa, Hah tadmi?¢ ash. Ab hiyya munadhma tea:win, lst en, Tuten rainya Meee woe kawwinha Kennedy 3am 1961 min 3a:m 1962; 3a: 4 © it wainsd 1 arsha “Aaa sens maja, kit wnat. wil fia. " Aas mazaiit Bawin cage ines amma “feke es as&tDa fl jimda... *Amidaioslut sdéisin Deihaa READING waITING 57GRAMMATICAL FOCUS Question words shun es Fah. Yesmno questions andha barsha 2 Adsle Sie ‘The past tense Conjugation of CULTURAL NOTES Very fow Tunisians know about voluntary Organizations tke Peace Corps, the Japanesa or Swedish ones ‘Some people stil think that all Amencans are rich, including volunteers VOCABULARY REFERENCE BOOKS Nouns ‘sam 25 muna Sciam bulgein assitda BOS. mat se, ryarcha “ala, Voros vykawwan she yasml Jame yBawin Saabs Adveros mazal lawwa \ ky ass Prepositions UIE hig Pronouns arena Aas, 58 60 A Bogmnners’ Course inTunisian-Arabic English Tunisian-Arabie Dictionary ‘Arabic phrase Book ate ab aREN Topic: TRANSPORTATION COMPETENCY: DESIGN A TRAVEL PLANTO A SPECIFIC LOCATION GOAL OBJECTIVE: UPONCOMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING ‘SPEAKING itssh bash taamil bilah brani | xangit i flayalsusal (sg sigi buzid? PLease w baad naz in nal Viera in refi: — pace it an wala Se Wuwaj Bp vilsimnis pass i mite waatésh yuxruj aww WEN? Sagschays vilzmik tagmil nzarvasyun fit walla la? READING WRITING iV awgat Laat Hintiatg og zol\ wuSut! Jabr_ ye BEST COPY AVAILABLEGRAMMATICAL FOCUS CULTURAL NOTES Question words, Tunisians do not make maps at how to get to their houses nor even make travel plans ‘The concept of time is meaningless to Yesino questions == some Tunisian: they do not, as such, ask vais BASS, for schedules 10 get the right bus or metro. They go to the stop and spend a Present tenso tong time wating. Mecsaia ynaijim vii VOCABULARY REFERENCE BOOKS Nouns A Deginners! Course in Tunsian-Arabie naB:vasyuin.aedt_n: tantra a SlaSon iS English Tunisian-Arabic Diction. a. miata A Mere ‘Arabic Phrase Book Time Vers vita s\n Yaa eos ator imag Adjectives oa am go Eximuxra Ley Lat Preoostions badd Sms Adveros thamma "pas 60 64TOPIC: POLICE COMPETENCY: OBTAIN ‘CARTE DE SEIOURY GOAL ee OBJECTIVE: UPONCOMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES Language ancas USTENING SPEAKING Ashl Bandiks $250 55 nib nTalag kart ‘THashtik 2 53a! sijust. shniyya Wawracq : AS. ash yleinni? apa il kuntra:tu walla’ wart ma walla idbaw w thiame sc, (Sa:wir w Sammi_ 3 il warga/maTbu:3a ha ma as badd Sagpra ayyaim ASB stan ony wagtish taHdhar? Sabah tas cata anam A sbaste READING warTinG mmaTbuiwit i kart a MUR cpt ta9mer fd maTbu:da Leste vend, sir yore 62GRAMMATICAL FOCUS CULTURAL NOTES Question words S Demonstratives. bia (m) Sow nadata Vale haDi (1) ae mes Sas ‘haDu: kum (pl) Infinitive with bash cS ‘The imperative ‘The dual and plural of some nouns nhactinha:t:n ¢iyq Lal. See nee RS acne eres Say eet ere eet eee ee Treen ny cave wpe tome ecrmed a menace ‘aie ota crn aa VOCABULARY REFERENCE BOOKS Nowe kart awa ae vrata S ma a0 a taSWiTE Opp jective fazim (m.Mi&czma {t) Ag 253 vers ving” Lak yates Gime yeibb vam ake yuosud "Sa YeNabi_ pce 63 68 A Begnners' Course in Tun English Tunisian-Arabie Dictionary ‘Arabic Phrase BookEVERYDAY UFE RESPOND TO “HASSLING" INCIDENTS. GOAL OBJECTIVE: —_UPCN COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING SPEAKING qaddash il waqt? 6 Sell A bob nak maak Sets im Be HEE? Lh SS kien abtram ru ma Sandiah wagt Cucapisjap dasha nati vidi; SS viet yoaystik. S Parctrnegabe ik, yoayshitStanwntte, gaol ana nuskun y niacin pling gk fibidk Sodan ana mush tist Coma Sea Sagenth alli K&:mik Sandik Src ws wd Slyya min faghtkSyanetos, READING WAITING 65 abl,GRAMMATICAL FOCUS CULTURAL NOTES Question words Hassing is much more frequent in big 1 qaddasp ps cities | 42D wade Tunica 1s a touristic country; some of 4 The possessive the tourists ara loose, so the simple fact | of having western feature can lead to Use of personal pronouns after hassiing, however, a diplomatic and 7 propositions fluent use of Arabs ean minimize t maaya Lalas maak .S\a— : The imperative ‘The conjugation of the acjective YER eatin vocaBULARY AEFERENCE BOOKS ‘A Beginners’ Course in Tunssian-Arable English Tunisian-Arabie Dictionary ‘Arabic Phrase Book yiosid at yuskun (55 voraim J yetram (pea PRA oS 66 2 BEST COPY AVAILABLETOPIC: HOUSING COMPETENCY: _DESCRIBE HOUSING PREFERENCES AND PURCHASE HOUSING NEEDS Goat OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS LISTENING fadhah, Hosni Sandi da:rb mya “Aas \ogdde Wramsin ignumzes add: Hib mn bit at oe BENS ‘SPEAKING slaw ta das hea Ly Sed> maDa biyya fha ma sxu:nsgsed aisle samati ma naj” g's een nidfaS kan tiss sea idda:e haDi mnidya Aho ww Gna nib Taig ut t wahda t2zinijgS adage naciSni — aes Hast D ee aaTini — eet READING WAITING 68GRAMMATICAL FOCUS Question words qaudas jl Expressions of nead ‘Hashti nagiSii gms Exprassions of preforonco maDa biyya .\ “oN ‘The imperative The present progressive (ga:3id) + narkul, Xen (cba nlawwiy ee — CULTURAL NOTES ‘The first tloor for Tunisians is not the ‘grouna floor a Even though some Tunisian landlords do not want io make a contract, it is very f ponte noses? eee eens ee ieee earsae oe a eee eee same undoes ora com emery fl rame'd cocina ra ge aber having to have @ housing contract i VOCABULARY REFERENCE BOOKS Nouns A Beganers! Course in Tunsian-ArabIe oar oS sit Boe Engich Tunsian-Arabie Dictionary Tawa Ae baTTanyya Amal myarxamsiin¢ ani Am oa Le wae yan ae oe secs an lS 4 Adjectives ‘Arabic Phrase Book wars 69 16 BEST COPY AVAILABLEToric: FAMILY GOAL OBJECTIVE: UPON COMPLETION OF THIS COMPETENCY, TRAINEES WILL BE ABLE TO UNDERSTAND AND USE SOME OF THE FOLLOWING STRUCTURES LANGUAGE AREAS COMPETENCY: PROFFERIACCEPTIDECLINE INVITATIONS, USTENING SPEAKING ila bash tamed SAG ARAN tashsta baHDityal {UL SS—an yas il yuim bash timehi gogincne tate! aya nimeniw nustrtus, Sen! Hajat {Son sh tara? Gna. hin yt mina! fg¢" nese ine dh ph ingnatian! VMSA a) bahi, bark allanu oe Sh Seale maa bia. ana sane eh ma na3mil; xalli marra Suuc3 ‘samaHni, tawwa ma WAssqcpeals rajiman <.5Somtea bash mealaS cape tnagimn tit maa isemta w nuSS? READING WAITING BEST COPY AVAILABLEGRAMMATICAL FOCUS (CULTURAL NOTES Question words aah ent The future strueures tke hayya toe huwa yj Sm a tansam Declension o* pret, sitions & aavers When invited, some Tunisians take some fruite or cakes to their host fami Tunisians often offer to treat friends; it is not customary for each to pay for (One should expect hosting families 10 insist that their guests eat from everyining, even :200 they do nor tke. Diplomacy in finding a way out should always be remembered. ‘Some families stil eat from the sams dish and drink from the same glass. (One is expected to wait for tea to bo served belore leaving. ICABULARY REFERENCE BOOKS Nouns Tuy ap aaa ee nus ga abit oe rmecal yim pen vows * pAIORDEDE (git yatta pagrus yas ome ai ns Saas yall 5 ‘A Beginners’ Course in Tunssian-Arabic English Tunsian-Arabic Dictionary ‘Arabic Phrase Book 4 72 80