DOCUMENT RESUME ED 290 326 AUTHOR TITLE INSTITUTION SPONS AGENCY PUB DATE CONTRACT NOTE PUB TYPE

BDRS PRICE DESCRIPTORS FL 017 113 Francis, Timothy P.; Hanchey, Stephen Mauritanian Arabic. Grammar Handbook. Peace C~rps Language Handbook Series. Experiment in International Living, Brattleboro,
VT.

Peace Corps, Washington, D.C. 79 78-043-1037 l55p.; For related documents, see FL 017 114-115. Guides - Classroom Use - Materials (For Learner) (051)

IDENTIFIERS ABSTRACT

MFOI/PC07 Plus Postage. *Arabic; Class Activities; Developing Nations; *Fcrm Classes (Languages); *Grammar; Instructional Materials; *Orthographic Symbols; Pattern Drills (Language); Pronunciation; *Second Language Instruction; Sentence Structure; Tenses (Grammar)i Uncommonly Taught Languages *Arahic (Mauritanian); Gender (Language); Mauritania; Peace Corps

A handbook to the grammar of Mauritanian Arabic (Hassaniya) is intended for Peace Corps volunteers, and is designed to f?cus attention on proper grammatical forms. Lesson topics include the article, personal pronouns, possessive pronouns, negation of the implied verb "to be," noun gender, adjective gender, number, "there is/are and there was/were," simple sentences, "have/have got," demonstratives, present tense, interrogatives, imperatives, nouns and adjectives, prepositions, the genitive case, verbs and suffix pronouns (direct object), the future, adverbs, the active participle, indirect object, past tense, relative pronouns, comparative and superlative, past continuous tense, and conditional. Some pronunciation exercises are included. Arabic orthography and English are used throughout the guide. (MSE)

*********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. ***********************************************************************

* *

MAURITANIAN

ARABIC

Grammar Handbook
by Til HOt/ly P. Francis and Stephen Hanchey

PEACE CORPS LANGUAGE HANDBOOK

SERIEJS

Developed by The Experiment in International Living Brattleboro, Vermont for ACTION/Peace Corps
DEPARTMENT OF EDUCATION OH.,& 01EducallOnal Research and Improvemenl

u.s.

f.;
•

EDUCAnONAL RESOURCES INFORMATION CENTER (ERIC)

This documenl has been reproduced as received from the person or organization or,glnahng It

1979

"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

o MInor

cy~
TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

changes l..1ye been made 10lmproYe reproducllon quailly.

Points of Ylew or oPIn,onsstatedm thiS tfocumEeRnl .nol necessarily represenl off,c,al do O I poslllon or policy.

BEST COpy AV~.ilABLE

PEACE CORPS LANGUAGE HANDBOOK SERIES The series Mauritanian includes Arabic, language materials in Belizean Creole , Giloertess . Setswana , Solomon Islands Pijin , and Tanznnian Swahili. the auspices International C. Clark

These Mauritanian Arabic materials were developed under of the Foreign Language Office of The Experiment in Living's School for International Training. Project. directorAssistant and editor and editorial assistant

Raymond Arthur

director

A. Burrows Susan
Mcfsean

Adminis trntivs For further Brattleboro,

assistant information, contact Vermont 05301. TIlE> Experiment to decorate

in International this

Living',

!\Iuch of the classic calligraphy used from Iht. Musl~ Mi!!9 by ChI"i~ Waddy.

book was taken

The Experiment in International for the V.S, Government under The reproduction of any part purposes as criticism, comment. research. or other "fair use" is of ACTION,

Living, Inc., prepared this handbook ACTION Contract number 78-043-10:37. of this handbook other than for such news reporting, teaching, scholarship, subject to the prior written permission 1979

MAURITANIAN ARABIC GRAMMAR HANDBOOK Writers Artists Typists Assistant Consultants Writer and Field Tester Susan George Timothy P. Francis Stephen Hanchey Vasilatos , Pat Moran George Peg Vasila tos Clement

Leuch tel',

Lance Lindabury Mouldi Hadiji

ACKNOWLEDGEMENTS The writers would like to extend their grateful appreciation to the dedicated volunteers and staff of Peace Corps Mauritania for their support and encouragement during the preparation of these materials. We would like to mention in particular Gerry Sternin and Carol Olsen of PC/Mauritania. as well as Lee Jennings and Tanya George of PC/ Washington, whose experience and help have again proved invaluable. The staff of the Regional Training Resource Cen tel' in Dakar including Lillian Baer. Gary Engleberg and Boubacar Diallou helped facilitate our work. Finally our warmest appreciation to Youssouf Abdellahi ould Mohammed Lehbib , Abdellahi Kerim and friends and colleagues in Nouakchott, Dakar. Rabat, made their time available as hosts, translators. Without their generosity and kindness. this work impossible. ould other and and would abdel JeW. Mauritanian London who consultants. have been

*ili*

----------~~--------,

*iv*

T ABLE OF CONTENTS Introduction Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson 1: The Article The Personal The Possessive Negation Gender Gender Number Pronouns Pronouns "To Be" vii
1 6

2:
3: 4: 5: 6: 7: 8: 9: 10: 11: 12: 13: 14: 15: 16: 17: 18: 19: 20: 21:

12
17

of the Implied Verb of Nouns of Adjectives (Duals and Plurals) (There is/are.

21

26 28
There was/were)

Dummy Subjects Simple Sen tences Have 'Have Got

35 38
41
45

Demon str-ativ-es

Present

Tense

- Introduction

50 56

Interrogatives Present Present Tense Tense - Variations - Continued

62 67 75 78 82 87

Imperatives Xouns
& Adjectives

Prepositions The Genitive Verbs

&. Suffix

Pronouns

(Direct

Object)

91
98

The Future Adverbs The Active Participle

."., . i..w.
23:

102 104

Lesson 24: Lesson 25: Lesson 26: Lesson 27: Lesson 28: Lesson 29: Lesson 30:

The Indirect -Object The Past Tense Relative Pronouns The Past Tense - Special Cas-es The Comparative and Superlative The Past Continuous Tense The Conditional Pronunciation
Practice

109 111 120 122 131 136 140 143

*vi*

Notes

to the Learner:

The purpose of The GL'ammar Handbook is to help you focus vour attention on matters such as how to form the past tense or to make nouns and adjectives agree, or to put a string of words together in the propel' order. The Grammar Handbook aims through explanation, example and exercises to help you assimilate the linguistic system that holds together the words and phrases of Hassaniya. Used together, The Communication and Culture Handbook and The Grammar Handbook are two complementary approaches to a basic mastery of Hassalliya. You may find that you are more comfortable with one than with the other, but once again. let us remind you that everyone learn s diff eren tly . This language course , by taking these two approaches allows you to capitalize on your strengths. It should be pointed out that it would be unwise to neglect either book. If you studied only The Communication and Culture Handbook you would only be able to function within its situations. If you studied only The Grammar Handbook, you would learn quite a lot about the grammar of the language, but not be able to put your knowledge to use in basic everyday situations

*vii*

MAURITANIAN

ARABIC

GRAMMAR HANDBOOK

Bismi/J4lz aJ-rafimt!ln aJ-ra!:;m:

"In the Name of God, Most Gracious, Most Merciful"

10

THE ARTICLE Lesson One

There is no equivalent in Hassaniya to the English indefinite article "a". Thus a noun standing alone is automatically indefinite. Examples: a house a man a woman a car Ida: rl Ira :jill /rnarat / /wata/
,I\_)

\/

s-\__r
~~

The definite article "the" has two main forms in Hassaniyya , 1. If the first letter of the noun is a "moon" letter, is prefixed to the noun: lill

Examples: goodness /khayrz praise lil-khayrl the praise lil-hamdl the 14 "moon" letters are: the goodness

Igamdl
For your reference,

.:»

*J.*

11

THE ARTICLE

L~~f

NONE

========================:-=:_
2. Examples: peace /sala.m/

-==_::___-"-= .---

If" the first letter of the noun is a "sun!' letter, the 11/ of ( II is assimilated and replaced by a doublin-g in prouunciat inn ~ the first letter of the word, i.e. the III of I is di upped in pronunciation.

the peace /Is-sala :ml man lir-ra:jill house

)~

(" ~\
the man

, ,

Ira :jil/

~,
,)

./

<Y. \)\
the house
u

Ida:rl Note:

\.>

/Id-da: rl

)\_»~

Although the 11/ is dropped in pronunciation, it is still written in written Arabic, and this doubling in pronunciation is indicate? by the /shadda/ written above the first letter of the word. For your reference the 14 "sun" letters are:

<.fer'

_)

*2*

LESSON ONE

THE ARTICLE

SpGcial Notes: You will sometimes hear lill become /Ii/ in front of words beginning with two consecutive consonants. This may take time for you to pick up in normal speech, and this feature may vary depending on where you are in Mauritania. However you will always be understood using /Il/, and this note is only to help you in your comprehension as you gain confidence and experience in hearing and speaking Hassaniya. The Iii of liJ / is dropped in two cases: a. b. If the preceding word ends with a vowel. begins with a

If the word to which lill is prefixed vowel.

"In the Name of God, Most Gracious, Most Merciful"

*3*

13

THE ARTICLE

LESSON ONE

Exercises

1 a. Learn any vocabulary in this lesson. b. Read the examples aloud paying close attention to your teacher's guidance in pronunciation. c. Write out the examples in Arabic in your notebook and show your efforts to your teacher. 2. Make the following indefinite nouns definite and check your results with your teacher:
"-.)

Examples: news room /!a:ri/ /bayt/

U,/lY
~

/i!-!a: ri/ /il-bayt/

U.I ~\

L2J\

house glass key man tent peace woman car praise book

/da:r/ /ka: s/ /muvta rh/ /ra:jil/ /khayma/ /sala :m/ /mara:/ /wa:ta/ /gamd/ /ikta:b/

I'.>
(_)l.)
/

CL;»
~~ ~ ,

(~
.J

'..?

~'./
~

c.:--

c6 ,

*4*

14

LESSON ONE

THE ARTICLE

Exercises

goodness desert ougiya table market embassy office hospital day milk meat fish money

/khayr/ /ba:diya/ /u:gi:ya/ /!a:bla/ /marsa/ /siva:ra/ /maktab/ /!ab/ /yawm/ /lat.an/ /lagam/ /gu: t/
/fadhdha/

;V ..>\",

;;; »\
wt;.;
~/
b/~
/'

.
~

\' Y,

(s.J

(
0>"
C\...LP
v

*5*

15

PERSONAL PRONOUNS Lesson Two

The oersonal pronouns in Hassaniyya are:

I

lanai /inta/ /inti/ /huwa/ /hiya/ /niQna/ /niQna:ti/ /intu:ma/ /intu :ma: til /hu:ma/ /hu:ma:ti/

C\
~\

you (m.) you (f. ) he she we (m .p'l. ) we (f.pl. ) you (m.pI. ) you (f.pI. ) they (m . pl. ) they (f.pI. ) Note:
1.

(_~\
"

~ ~

-.

JL:.d
v~\

j\" ~\

uy
J~/

2. 3.

There are four forms of "you" in Hassaniya. You must distinguish between "you" when referring to either a man, a woman, a group of men or a group of women. lViixedgroups of men and women are treated grammatically as masculine plural. There is no equivalent to the English "it". Since all nouns in Hassaniya are either masculine or feminine you use either "he'' or "she" in context when referring to a thing "it",

*6*

LESSON TWO

PERSON PRONOUNS AL

Since there is no verb lito be" (in the present tense) in Hassaniya, simple sentences like "I am a nurse", "she is the director", "it (referring to a book) is expensive", "it (referring to a house) is large II can ~e rendered simply by using the relevant pronoun plus the noun or adjective. Examples:
I am a nurse.

(woman talking)

I ana !abi: ba/

, G\ .-.
,

He is the director.
It is expensive.

Ihuwa l-mudi: rl

;_...-t-1\
f\~

(book)

f
cf

It is large. (tent)

Ihiya ikbi: ral

cr,'

Further Note on Plurals: The plurals of most masculine and feminine nouns referring to occupations, and adjectives referring to mental and physical states are formed thus: (Masculine nouns + adjectives describing people) Add li:nl teacher teachers

LY-

to the last letter of the word:

hungry

·· a:n IJ1 c I

(_)

.~
~

. .

·· a:m:n hungry IJ1 c . I ( describing a group of men)

..

*7*

17

---~-

--

~-----

PERSON AL PRONOUNS

LESSON TWO

(Feminine nouns + adjectives Add la: t/ teacher teachers

v.,";/ \

describing .people)

to the last letter of the word:

(f.)
(f)

/rnu callima: t/
]1 a:na I I··c

hungry

(f)

·· a:na:t I hungry (f) I]1 c ( describing a group of women)

Note: Mixed groups culine plural. of men and women are treated as grammatically mas-

A twice-repeated prayer: "0 Conqueror!"

*8*

LESSON TWO

PERSONAL PRONOUNb

Exercises

1 a. Learn any new vocabulary in this lesson. b. Read the examples aloud paying careful attention to your teacher's guidance on pronunciation. c. Write out the examples in Arabic in your notebook, and then show your results to your teacher. 2. Write out the masculine and feminine plurals of these nouns describing occupations and adjectives describing mental and physical states. nurse/ doctor director teacher volunteer married thirsty tired hungry happy busy /tabi:b/ /mudi:r/ /mucallim/ /mutatawwl'' / /mitkhayyim/ / catsha.n/ /vitra:n/

_____.j, .r._.A#

cfr
0~

r
w

r
.,

0."....,

-'

F·c a:n / ]1
/varha.n/ /mishtan/

'W <-> . ~LP/

~

*9*

19

============~====================~-=--3. Translate the following sentences into Arabic. First read your version out loud in class paying attention to any corrections your teacher may suggest and also his/her advice on pronunciation. When you are satisfied with your translations, write them out in Arabic in your notebook. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. I am tired (man talking)

PERSONAL PRONOUNS Exercises

LESSON TWO

She is a nurse. They (m.) are teachers. He is tired. She is thirsty. I am busy. (woman talking)

We are married. I am a volunteer. He's the director. We are hungry. They are tired. I am a volunteer. Are you married? He's busy. Are you (f.) married?
It is large. It is small. It is new.

(woman talking)

(mixed group) (group of women) (man talking) (addressing a man)

(referring (referring (referring

to a house) to a room) to a car)

They are thirsty I am happy.

(mixed group)

(woman talking)

*10*

20

LESSON TWO

PERSONAL PRONOUNS

Exercises

4.

Make the following sentences plural, read them aloud, translate them into English and then write them out in your notebook. I ana ]1ca:na, / .. 1. G\

CGlsaf

2.
3.

/hiya vitra: na/ Ihuwa mashghu: 1/ linti varga: na/ lana Catsha:nl

v\~ -'
0~

if .

f
~\
~\

4. 5.

.v l.p;
D~

The name of Allah is repeated to form this eight-pointed star

'.

*11*
< ••

21

POSSESSIVE

PRONOUNS

Lesson Three

The possessive pronouns limy II , "your", "his", "her ", etc. are indicated in Hassaniya by suffixes attached to the last letter of the noun they describe. The possessive suffixes and their English equivalents are:
my

Iii

your (m.)

I-akl

your (f.)

I-ikl

his

I-ul

her

I-hal

our

I-nal

your (pl.)

I-kuml

their

I-huml

*12*

~
.

"

.'.

"',..

"".

_.-------------------------------------------------------,

,LESSON THREE

POSSESSIVE PRONOUNS

Here is a table showing all the possessive ple noun. This is the Hassaniya for "name". Example: my name you:" name (m.) /ism-i/ /Ism-ak/ /ism-ik/ /Ism-u/ /Ism-ha/ /Ism-na/ /ism-kum/
/Ism-hum/

suffixes joined to a sam-

~.~\

..

~\

your name (f.) his name her name our name your name (pl.) their name Note:
1.

_ku\
"

~,
~\

~\

rrl

~\

There are :3 forms of "your" in Hassaniya. You must distinguish between "your" referring to either a man, a woman, or a group of people. There is no equivalent to English "its". Since all nouns are either masculine or feminine, you use either "his" or "hers" in context when wanting to say the equivalent to "its".

2.

*13*

?3

POSSESSIVE

PRONOUNS

LESSON THREE

When the possessive suffixes are added to a feminine noun ending with a Ita:' marbu:ta/, the Ita:' marbu:tal is "opened" - i.e. it is both pronounced and written as a regular Ita:' I. Examples: our car his tent my town Note: If a noun has a possessive suffix it cannot also take the definite article lil/. However adjectives describing a noun with a possessive suffix must have the definite article. Examples: my new house his big' ten t her small son Note: The possessive suffixes join directly to the last letter of the noun they describe. However if the last letter is anon-connector, the suffix will stand alone. her son /walad-ha/ Ida: r-I l-Ijdi: da/ /khaymat-u l-Ikbit ra/
0

Iwa: tat-na/ /khaymat-u/ /dashrat-I/

..u

.>-R )J'
f

<s ,}:>

'CI~>,\

/walad-ha l-igqi: rl

~:v\

b...0,.,

*14*

LESSON THREE

Exercises

POSSESSIVE

PRONOUNS

1 a. Learn any new vocabulary

in this lesson. to your teacher's

b. Read the examj les aloud paying careful attention guidance on pronunciation.

c. Write out the examples in Arabic in your notebook and show your efforts to your teacher. 2. Translate the following phrases into Arabic 1 read your results aloud and then write them out in Arabic in your notebook. 1. my house 2. 3. 4. 5. his car their tent her book his house

6. our room 7. my office 8. your (f.) daughter

9. their car 10. 11. 12. 13. 14. 15. 16. 17. 18. my name our house my book your (f.) your (p.) my key your (f.) car name tent

your (m. ) house your (ro.) name

*15*

?5

POSSESSIVE

PRONOUNS

LESSON THREE

Exercises

==============================_:.=::==-- -- --19. 20. 21.

22.

your (m.) car his daughter her daughter your (pl.) her office her name your (m.) car house

23. 24.
25.

*16*

·NEGATION OF IMPLIED VERB liTO BE" Lesson Four

rector",

Simple sentences on the patter of "I am a nurse", "ShE' is tired" are made negative on this pattern: /ma:ni/ /ma:nak/ /ma:nik/ /ma.hu/ /ma:hi/ /ma:na/ aren't /ma:nkum/ /ma:hum/

"he is the di-

I'm not you (m.) aren't you (f.) he isn't she isn't we aren't you (pI.) they aren't Example~: I'm (f.) a nurse. lana !abi: ba/ aren't

~'-'
~\J
~.\,

y~

c!'v
Gl,

f'~
(~
I'm (f.) not a nurse. /ma: ni !abi: ba/

~ .-.
J; I. _y

L'

-\ ~<.5

.u

You (m.) are tall. /Inta !wi:1/

You're (m .) not tall. /ma: nak !wi: 1/

You (f.) are tall. /inti !wi: la/

~-P ~.,

You're (f.) not tall. /ma :nik !wi: la/

~
*17*

_,!J

J.;

\_p

LESSON FOUR

NEGATION OF IMPLIED VERB liTO BEll

He is the director. /huwa il-mudi:ir/

"He isn't the director. /mashir l-mudi: r/

..I_~\
She is tired. /hiya vitra: na
cv fV
_,

/V

She isn't tired. /ma: hi vitra: na/

1.5
_;;

-'

;:"P

<3

.»

We (m.) are tired. /nihna vitra:ni:n/ , -

0'::

'\

.r-:

_.

We aren't tired. /ma: na vitra: ni: n/

, ',..> ~

You (f .pI. ) are tall. /intuma: ti !W'l:1/

You're (pI.) not tall. /ma :nkum !wa: 1/

I

t~

They (f.) are here. /hu:ma:ti hu:n/

They aren't here. /ma:hum hu:n/

Note that in this negative transformation the personal pronouns .are replaced (except in three cases) by /ma:n .... / plus the relevant suffix pronoun. The three exceptions are: he is not she is not they are not /ma.hu/ /ma:hi/ /ma:hum/

y\'"
LfL,

Remember these forms are only used where t h ere be in the sentence.

r.v
IS

.d an Imp Iiever

to

*18*

, LESSON FOUR

NEGATION OF IMPLIED VERB

BE" Exercises

vro

1 a. Learn any new vocabulary in this lesson. b. Read the examples aloud in class paying careful attention to your teacher's guidance on pronunciation. c. Write out the examples in Arabic in your notebooks and show your efforts to your teacher. 2. Make the following sentences negative, read them aloud, write them out in Arabic and then translate them into English. .. 1. I ana )1ca:na I

cCw
IU

C\

2.

Ihu:ma mucallimi:nl
~

l,/

3. In~na: ti vta: ral

0/

t;;

J~
3

4. Ihuwa l-mudi:rl
5. Ihiya !abi: ba/
~

f_ ..>-L.\y

6. lana ca!sha:nl
r:

0~

I.

linta !wi:l/ In~na varga:ni:nl

~_,.J.;

~,
l.:...d
L.~\ ~\

G\

8. 9. 10.

~~;
'-l

lintu:ma mitkhayyimi:nl
~

lin ti mitkhayyimal

..l.-

,.

*19*

r
I I
NEGATION OF IMPLIED VERB "TO BE" 'Exercises LESSON FOUR 3. Translate the following into Arabic. Birst read your translation aloud in class paying close attention to your teacher's advice on pronunciation, then write out your results in Arabic in your notebook.
1.

It's not new. It's not large. I'm not tired.

(ref erring to a car) (talking about a house) (woman talking) (mixed group)

2. 3. 4. 5. 6. 7. 8. 9.

They're not here.

She's not in the house. We're not hungry. It's not large. (group of women) to a room) to a book)

(referring

It's not expensive. She's not a doctor.

(referring

10. He's not happy.

The Prophet's mission: "A mercy for all mankind"

*20*

30

GENDER OF NOUNS Lesson Five

Singular nouns in Hassaniyya are either masculine or feminine. Feminine nouns generally end in Ita:' marbu: tal, however there are a very few words not ending in Ita:' marbu i ta/ which are feminine. Examples - masculine nouns: goodness praise man Ikhayrl I!!amdl Ira :jill (ending in Ita:' marbu rta/)

Examples - feminine nouns: car ougiya table tent

Iwa:tal /urgt.ya/ I!a:blal /khayma/

GC\..;

~;

w!.Y
~

Examples - feminine nouns: house woman

(not ending in Ita:' marbu: !a/)

Ida:rl /mara r/

*21*

GENDER

OF NOUNS

LESSON

FIVE

---------------------------------------------------

----._--

-_ --._ --

With nouns referring to occupations, and adjectives referring to mental and physical states, the feminine equivalent is formed by adding a /ta: I marbu: !a/ to the masculine form. Exampies: nurse (m.) nurse (f.) /!abi:b/ /!abi:ba/
. -.

. _.
/...-»

director (m .) director (f.)

/mudi:r/ /mudi:ra/

s ..r~.>J
...,
~

married (m.) mar ried (f.)

/mitkhayyim/ /mitkhayyima/

'ol_

II
Ii

1~~~~~0iiiiiiiiiiiiii1lrii.lij
*22*

-~--------------------------------------------~

LESSON FIVE

GENDER OF NOUNS . Exercises

1 a. Learn any new vocabulary

in this lesson. to your teacher's

b. Read the examples aloud paying careful attention pronunciation.

c. Write out the examples in Arabic and then show your efforts to your teacher. 2. Identify the following nouns as either masculine or feminine, and check your resulls with your teacher. room glass tent woman market embassy house key man peace table book /bayt/ /ka:s/ /khayma/ /mara:/ /mar~a/ /siva: raj /da:r/ /muvta.h/ /ra:jil/ /sala:m/ /!a:bla/ /ikta:b/
(..

..0

-.

(f0'
~

.1'/ '1,..y)_.....-

o/~
/\.)

L.~
~~

\~
~u,
c_,

L;S \

*23*

"

============================:=..---ougiya car desert goodness hospital fish meat office /u:gi:ya/ /wa:ta/ /ba:diya/ /khayr/ /!ab/ /gu:t/ /lagam/ /maktab/ /yawm/

GENDER OF NOUNS Exercises

LESSON FIVE

.==--=

d2Y
3.

Make the following nouns ,referring to occupations, and adjectives referring to mental and physical states feminine by adding /ta: I marbu: !a/ . Check your results with your teacher. a. Nouns: teacher pupil director doctor/nurse grandfather /mucallim/
~
...J

/talmi: dhi/ /mudi:r/ /!abi:b/ /jidd/

....s_ ~

J_.>..:p
~

...
.>-R

..,

*24*

LESSON FIVE

GENDER OF NOUNS

Exercises

paternal uncle maternal uncle b. Adjectives: married thirsty tired hungry happy busy

/camm/ /kha:l/

JU

t
-.l

/mitkhayyim/ /ca_!sha:n/ /vitra:n/ /jica:n/ /varha.n/ /mishtan/

~

\..)

.~ .o \

r
W'
<..)

_.F'J

.'

. lrLp

~ LP./

*25*

GENDER OF ADJECTIVES Lesson Six

1. 2.

Adjectives in Hassaniya are either masculine or Masculine nouns take the masculine form of adjectives.

feminine.

Feminine nouns take the feminine form of adjectives. The feminine adjective is formed by adding /ta:' marbu i t a/ to the 'masculine form. Masc. /ikbi: r / small /i§qi: r/ /kahal/ /ijdi: d/ /hiyyan/ /wa: cir / /zayn/ /ga:mi/ /ba: rid/ /vitra :n/ /!wi: 1/ /ig~i: r / big young, old new cheap expensive beautilul hot cold tired tall short
I

Examples:

~\
~

Fern. - raj /ikbi: /i.§qi: raj /kabla/ /ijdi:da/ /hiyyana/

oY.?'

O~)...p\

_/'_:>

/wa:cira/ /zayna/ /ga:mia/ /ba:rida/

. \ -' 0_...rU'

/vitra:na/ /!wi:la/ /ig~i:ra/

o~\

*26*

LESSON SIX

GENDEROF ADJECTIVES Exercises

1 a. Learn any new vocabulary in this lesson. b. Read the examples aloud paying close attention to your teacher's guidance in pronunciation. c , Write out the examples in Arabic, and show your efforts to your teacher.

2.

Make the following adjectives feminine by adding a /ta:' Show your results to your teacher. near far good (2) /zayn/ / grayyib/

marbu: ta/ .
w_

d-; r~
0~

clean dirty rich poor easy, cheap difficult, expensive last another open closed

/ma~gu:l/ /imsakh/ /gha:ni/ /fagi:r/ /hiyyan/

r
~
"-l

'~

-.
~

/wa:cir/ /ita:h/ /awkhar/ /muvtu:!!/ /magvu:l/

J''-'
Ju\

; _,'
*27*

.,

NUMBER (Duals Lesson

and Plurals) Seven .......

=----~~================
thing's plural. 1. 2. In Hassaniya nouns have three forms depending on tho number of being talked about: singular, dual (two of something) and form of nouns has been discussed. The singular The dual is a unique feature of Arabic. The suffix /-avn/ &- can be added to any noun to denote "two of II. if the noun is feminine ending in a /ta:' marbu: t a/ the latter must be "opened" - Le. pronounced and written as a regular /ta:'/ when the /-ayn/ if- suffix is added.

Examples: 2 houl:ies 2 cars 2 men 2 daugh ters 2 books 2 tents 2 rooms 2 towns /dn:rayn/ /wa: tatayn/ Ira :jilayn/ /mtntoyu/ /ikta: bayn/ /khaymatayn/ /baytayn/ / dashra tayn/

J-./\~

. -. \ l5':!-''Y
~\

.Q\
I

.
~

~.
.. U~.)

*28*

·?8

LESSON SEVEN

NUMBER(Duals and Plurals)

3.

The Plural: ----Unlike English, the plural form of a noun in Hassaniya cannot be stated in a simple rule. You mast learn the plural form of a noun at the same time as the singular. However, use your judgement; do not waste time learning the plural of nouns you rarely use in the plural. An additional peculiar feature of Hassaniya is the fact that "countable" nuns (like "books") revert to their singular form when expressed in quantitites above 10, so really the use of the plural is limited in "countables" to quantities between 3 and 10.

ExamQles:
1.

Masculine nouns in singular and plural forms. Noun man room door book dog pen camel boy Singular /ra:jil/ /bayt/ /ba:b/ /ikta:b/ /kalb/ /glam/ /jamil/ /walad/ Plural

.._~
~

\.)

/rijja:l/ /byu:t/ /bi:ba:n/ /iktu:b/ /kla:b/ /glu .ma/

JLf_..J
.__.

~.
/

c...,...-b
c- (;..) \
I

. k.v o '.'

.ss
y.
~-'
~

<-:-y\

~.::.t5
v__,D

/ijrna:.l/ /ula id/

J~\
->'i~\

*29*

NUMBER (Duals and Plurals)

LESSON SEVEN

2.

Feminine nouns in their singular and plural forms. Many femintne nouns ending in /ta: I marbu rra/ drop the Ita: I marbu: t a/ and add /a:t/._:::.,\ to make the plural. Unfortunately' this is not a hard and fast rule but, as you will see, is fairly common.

Examples: Noun house girl woman car cow party tent town ougi:ya Singular /da:r/ /mint/ /mara:/ /wa:ta/ /bagra/ /!!avla/ /khavma/ /dashra/ /u:gi:ya/ Plural

.J \_>
~

/dya:r/ /amna:t/ /iClya: t/ /wa: ta: t/ /bgar/ /havla:t/ /khayma: t/ /dshu:r/ /ugi:ya: t/

./~_)

c-/ L:., \

/y
~\/

cLh

c..:- t ~
~

o.,;u.
~

c.,Gu:>
c...:.... ~ " ./ y-».:>

~? ~)

~..>\

~w-,\

40
*30*

LESSON SEVEN

NUMBER(Duals and Plurals)

In .Hassaniya adjectives describing the plurals of "things" (not people) are grammatically feminine when the noun is feminine in the singular. Examples: big houses new books large rooms new cities Note: Some adjectives have special plurals. dividually. tall large, old tired /!wi:l/ /ikbi:r/ /vitra:n/ These must be learned in/!wa:l! /ikba:r/ /vta:ra/ /dya: r ikba: ra: t/ /iktu:b ijdi:da:t/ v\/
r

t.!\
,

./ U_")

u\~ .,..t..P \ <:--?\

/

/byu: t ikba: ra: t/ /dshu: r ijdi: da: t/

j\.I~\

c.--

>:->,

0\~~\

./.;·r

.. J

J.:~
~\
0_r3

J\~

_.) 0'
o/~

\ -'

*31*

41

...-----------~----------------~------------------------,

NUMBER (Duals and Plurals) Exercises

LESSON SEVEN

1 a. Learn any new vocabulary in this lesson. b. Read the examples aloud paying careful attention to your teacher's guidance in pronunciation. c. Write out the exercises in Arabic in your notebook, and then show your efforts to your teacher.

2.

Make the following singular nouns dual by adding the suffix /-ayn/ Show your results to your teacher. da camel a boy a tent a house a book a pen a man a key a glass /jamil/ /walad/ /khayma/ /da:r/ /ikta:b/ /glam/
~ ~ ~

JJy

) \.>

..__

W~

/ra:jil/ /mu vta :!!./ /ka:s/

~~

~
/

c._Yl)

3.

Give the singular and English meanings of the following plurals. /u:la:d/ /amna:t/ /rijja :1/

Jt_;./
*32*

42

"

LESSON SEVEN

NUMBER(Duals and Plurals) Exercises

/dya:r/ /bgar/ /dshu:r/ /iClya: t/ /bi:ba:n/ /ugi:ya:t/ /byu:t/ 4.

~..)

r!
/?.)

c...:/Wc

o ...

. l...u

._:.Li..,\
.z: Y'!.
/ka:s/
/muvta.h,'

Find out the plurals of these nouns with the help of your teacher. glass key embassy office hospital day teacher pupil
, director

eftS

t.~
s"/ ~._)
/

/siva:ra/ /maktab/ /!ab/ /yawm/ /mucallim/ /talmi: dhi/ /mudi:r/

*33*

("~

(~
oN

.f-.»

43

---------------------------~

==============================- - ----_._-5.

NUMBER (Duals and Plurals) Exercises

LESSON SEVEN

Keep a record of any new plurals you f.ind that you need. However, use your judgemen t and do not waste time -necor'ding and learning the plural of nouns that you rarely use. Give priority to those plurals =ou need in your everyday life and your work.

Tile: Medina, mosque and tomb of the Prophet Isnik, Turkey, c. 1660 AD

*34*

There is/are,

IIDUMMYII SUBJECTS

There was/were

Lesson Eight

As you have already seen, there is no equivalent in Hassaniya for the English verb lito bell (in the present tense at least). However, there is a way of conveying the idea of existence, "there is/there ar.," or "there was/there were" in Hassaniya. This word is: /kha:lig/ and can be used in statements (affirmative and negative) as well as in questions when speaking about availability or existence of something or somebody. Note that /kha:lig/ lY behaves like an adjective, that is, it takes the regular feminine singular and feminine and masculine plural suffixes depending on who or what is being referred to. Example - Affirmative Statements There is rice in the market today. /kha:lig ma:ru vi l-marsa il-yawm/

. -:\ LP

\,y)' ~.)o\

~ .// 'v

<Y ~.

There is a tent in the house. /kha :liga khayma vi d- da :r /

There are a lot of men in the street. /kha: ligi: n ya: sir min ir-rijja: 1 vi sh -sha: ric/

C!~\ ~
There are a lot of markets in Kiffa. /kha:liga:t

J Lf /\

r ~0'}J tj,

ya:sir min il-marsa.t vi ki:fa/

*35*
i:

THERE IS/ARE,

THERE WAS/WERE

LESSON EIGHT

Questions: These statements can be made into questions simply by using a rising intonation on the last words in your voice. There is no change in word order for questions with /kha:lig/.

Examples - Negative Statements The negative "there isn't/there aren't", or in the interrogative, "isn't there?/aren't there?" is formed by placing /ma/ L. before /kha:lig/: There isn It any rice in the market. /ma kha: lig rna:ru vi l-marsa/

There aren't a lot of men in the street. /ma kha:ligi:n ya:sir min ir-rijja:l vi sh-sha iri'i/

*36*

LESSON EIGHT

THERE IS/ARE,

THERE WAS/WERE Exercises

Translate 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

these sentences

into Hassaniya:

Is there any meat today? Is there a mosque on Avenue Kennedy? There are many small towns in Mauritania. Are there a lot of camels in the desert? There are five windows in this room. Is there a doctor in the house? There are many embassies in Nouakchott. There is no one at home now. Are there two airports There is a beautiful
in Nouakchott?

dog over there.

I)

*37*

II

I
!

Ii
II
i
I

SIMPLE SENTENCES Lesson Nine

I
,

I
I

You have seen earlier that phrases like lithe new car" in Hassaniya translate literally as lithe car the new" with both noun and adjective preceded by the definite article lil/. However, since there is no verb lito be" in Arabic, sentences on the pattern of "The house is big" can be formed with a noun plus the definite article followed by an adjective alone, translating literally in to Hassaniya as lithe house big". Examples: The house is big. lid-da:r ikbi:ral

The car is small. lil-wa:ta ~qi:ral

!

I. ,
1.

Note the difference in meaning between: The big house ... /Id-da.r and 2. The house is big. /Id-da.r ikblt ra/ l-ikbirra/

Make sure that you don't say one while meaning the other. Of the two, "The house is big. II is a complete sentence in itself and can stand alone, while lithe big house" is not a complete sentence.

*38*

LESSON NINE

SIMPLE SENTENCES

Negation: Simple sentences like "The house is big" are easy to build since there is no verb lito be" (in the present tense) in Hassaniya. You negate such sentences with the formula shown in Lesson 4. The house isn It big. /id-da: r rna: hi kbi: raj

The book is not expensive. /il-kita:b ma.hu wa:cir/

C/

" . L;.).) \

*39*

SIMPLE SENTENCES Exercises

LESSON NINE

1 a. Learn

any new vocabulary

in this lesson. close attention in your to your teacher's

b. Read the examples aloud paying guidance on pronunciation. c. Write out the examples in Arabic .efforts to your teacher. 2.

notebook

and show your

Translate the following sentences into Arabic. First read out you .... translations aloud in class, then write them out in Arabic in your notebook. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
11.

The house

is new.

The town is large. The room is small. Meat is expensive. My office is big. The embassy My car is old. Her daughter is young. Muhammad is tall. The book is cheap. Ali is rich. The desert Today is hot. is hot. is shut. is new. The woman is beautiful.

12. 13. 14. 15. 16. 17. 18. 20. 3.

The door is open. The restaurant The shop is open. The glass is dirty. My house is near. in #2 above negative. then write them out in

Make the sen tences

Read your translations aloud in class, Arabic in your notebook.

*40*

50

HAVE/HA VE GOT Lesson Ten

The possessive suffixes (Lesson 3) also function as the equivalent to the English object pronouns "me", "you", "him", "her", etc. and these suffixes used on conjunction with the preposition ICandl g'ive the equivalent in Hassaniya to the English "have" or "have got". Exam2les:
I have

ICand-il ICand-akl
ICand-ikl

U.A..U:

you have (m.) you have (f.) he has she has we have you have (pI.) they have

j~

.s~ ...
C

I cand-u/ ICand-hal I c and-ria/ I and-kum / I and-hum/

c c

..l..\S:'

't;..~

t.:~

(W
~-U..> \ •

Although this translates literally as "near me", "near you", etc., in Hassaniya it expresses the same idea of "possessing", "owning", or "having" as "I have ... " and "I have got ... " do in English.

*41*

!)1

HAVE/HAVR GOT

LESSON TEN

Note:
1.

There are three forms of "you have" in Hassaniya. You must distinguish between "you have" referring to either a man) woman or a group of people. There is no equivalent to English "it has". Since all nouns are either masculine or feminine you must use either "he has" or "she has" when referring to a thing depending on its gender. Note that since the last letter of /cand/ the suffixes stand alone unjoined. is a non-connector all

2.

3.

Negative of /cand/ The negative is invariable. Examples:

I don't have

is formed by placing /ma/

\., before /cand./.

/ma/

/ma

cand-i/

u>v..S
_s'~

you (m.) don't have you (f.) don't have he doesn't have she doesn't have we don't have you (pI.) don't have they don't have

/ma cand-ak/ /ma cand-ik/ /ma cand-u/ /ma cand-ha/ /ma cand-na/ /ma cand-kum/ /ma cand-hum/

L,

S~ ,.
,

v
\., t_,

o ... vS

lYM

L' M \,

(-.:~t,
(Ms
~

*42*

52

-----

-----------------------,

LESSON TEN Exercises

HAVE/HA VE GOT

1 a. Learn any new vocabulary

in this lesson. to your teacher's

b. Read the examples out loud paying attention advice on pronunciation.

c. Write ou t the examples in Arabic in your notebook and show your efforts to your teacher.

2.

Read the following sentences aloud and then translate them into English. Use this exercise as writing practice when you have finished your oral practice in class. Show what you write to your teacher.
1.

ICand-i da:r i~qi:ral ICand-u wa: tal Ima cand-ha ikta: bl Ima cand-na fadhdha/ ICand-hum khayma kbi:ral ICand-ak rna ?I ICand-ik il-muvta:

2. 3. 4. 5. 6. 7. 8. 9. 10.

<. v .J~ . /, .
hi
r~

L L:a\
.:v- ~
\

Ima cand-ktlm laham ? I Ima cand-i wa: tal ICand- kum rna: ru ? I

.s~ J~ \.,

<.S ..u.S

~ I_, y

!J.»

L,

*43*

HAVE/HAVE GOT Exercises

~,.c:SSONTEN

3.

Translate the following sentences into Arabic. First say them aloud in class paying attention to your teacr er's corrections and advice on pronunciation, then write them out in Arabic in your notebook.
1.

Do you (pI.)

have any bread?

2. 3. 4. 5. 6. 7. 8. 9.
lJ.

The man has a new car. We have a small house. She doesn't have a book. They don't have any fish. They have a new tent. I don't have any money. We don't have a car. Do you (m.) have the time? Do you (f.) have a pen?

*44*

~4

....____

---------------------_

DEMONSTRATIVES Lesson Eleven

are:

The Hassaniya equivalents for "this",

"that",

"these" and "those"

Examples: this (m.) this (f.) these (m, & f.) that (m.) that (f.) those (m, & f.) /ha:dha/ /ha: dhi/ /ha:dhu/ /dha:k/ /dhi:k/ /dhu:k/

\~
<_s.>J)

y..J.Y

"
\

_) \ ~
~~

.5))'j

Note the "dagger/alif/" in the written Arabic of II this II (m, & f.) and "these". (See the section on "dagger /alif/II in the Literacy Handbook). Examples: 1. This is Mohammed. /ha: dha muhammad/ \~

This is Fatima. /ha: dhi fa: !imatu/

*45*

DEMONSTRATIVES

LESSON ELEVEN

This is a new book. /ha:dha kta:b ijdi: d/ This is a nice house. /ha: dhi da: r zayna/ These are new houses. /ha:dhu dya:r ijdi:da:t/
...u

)JI \

.:.- \.:)

\~

. ~;
._:.... ~....u )...P

_.I',,>

\...5»

.,

-.

,
\

/~_)

/~;:>

2.

That is Ahmad. / dha: k a!!_mad/ That is Nafisa . /dhi:k nafi:satu/ That is a new pen. /dha:k glam ijdi:d/

~\

")\_.)

'

~~

.» ~,

f5
CG"\_)

_),

.
.)

That is an expensive car. /dhi:k wa:ta wa:cira/ Those are new houses. /dhu:k dya:r ijdi:da:t/
j\.>-l~\

~r'
Qo ./'

,I

~~

.I

~.>

s:

*46*

LESSON ELEVEN

DEMONSTRATIVES

The other kind of sentence in which II this II , "that", "these"; and "those" are most commonly used is in the pattern: This (noun) is (adjective). This house is new. In the Arabic for sentences on this pattern you must use lil/, "the", with the noun. Thus the sentence "This house is new" literally translates into Hassaniya as "This the house new. II Examples: This house is new. Iha:dhi id-da:r ijdi:dal

LAJ

.)..;>

<.5~

That car is expensive. Idhi:k il-wa:ta wa:ciral These books are new. /hardhu l-iktu:b ijdi:da:tl c..:.,,\.)J~ \

~?y\

y.,>._s;)

This feature often poses a problem for English speakers. Contrast these examples with those on the previous page. In both English and Arabic each version means much the same thing; you simply have a choice as to how you wish to express yourself,

*47*

DEMONSTRATIVES Exercises

LESSON ELEVEN

1 a. Learn any new vocabulary in this :lesson. b. Read the examples aloud paying close -attention to your teacher-s guidance on pronunciation. c. Write out the examples in Arabic in your notebook and show your efforts to your teacher. 2. Substitution Drill #1 a. b. c. d. Read the model sentences. Work out the Arabic for what is to be substituted ; you may have to change two items in some sentences. Read each sentence aloud. Write out each new sentence in Arabic in your notebook.

Model Sentence This is a new restaurant. /ha:dha ma{am ijdi:d/ Substitute

1.

--

..u

.AR \ ~

2. 3. 4. 5. That That

a new house. Ahmad. my wife. hotel. a large town.

6. . ... 7. That ... . car . 8. . ... a cheap restaurant. 9. That .... a big house. 10. ... .Nafisa. 11. That .... the Post Office. 12. . ... a large office. 13. That . ... a tall man. 14. 15. my son. my daughter.
.f:) "
'-I

*48*

LESSON ELEVEN

DEMONSTRATIVES Exercises

3.

Substitution

Drill #2

Model Sentence This town is large. /ha: dhi dashra kbi: raj Substitute
1.

o~

I'

_'

J~

old. new. expensive. This house

2. 3. 4.

. ...

5. That building 6. That shop 7.

. ...

. ...

. ...

small.

8. This room 9. This office

. ...
. ...

small.

10. That restaurant

*49*
"

PRESENT -- INTRODUCTION

Lesson Twelve

The Present Tense in Hassaniya obeys a regular and predictable pattern: each verb consists c,i a "stem", in many cases made up of 3 letters which conveys the meaning of the verb. "I", "you II, "he", "she", etc. are Indicated by prefixes and suffixes added to the stem. These prefixes and suffixes remain absolutely constant from one verb to another. The prefixes are added to the "stern" by one of the short vowels which we will call the "helper" vowel which remains the same within any one verb. You may hear some regional differences in Mauritania as to which short vowel is used as the "helper" vowel in some verbs, and you may find that the short vowels used in examples in this book are not always what you will hear in different parts of the country. In the early stages of learning Hzssaniya , follow your teacher's pronunciation and advice. When you are on your own, keep your ears open and imitate what you hear used most often around you. Here are three common verbs written in all the "persons": Examples: "write" --I write you write (n . ) you write (f.) he writes she writes we write you write (pl.) they write /niktub/ /tiktub/ /tiktubi/ /yiktub/ /tiktub/ /niktubu/ /tiktubu/
/yiktubu/

~ ~

s?s
~

.
~-

A
60

*50*

LESSON TWELVE

PRESENT TENSE -- INTRODUCTION

ExamEles: I know

II

know

II

/nacraf! /taCraf! /taCrafi/ iyaCraf! ItaCraf! na rafu/ , ita Cra f u/ ya Cra f u/ .

..__)1 ~

you know (m.) you know (f.) he knows she knows we know you know (pl.) they know

,J?

0_rJ
,

'~fi
j,-_,,?J_)r'"

...?J
-

y_.,sV

.Y ?:.

"speak" I speak you speak you speak he speaks she speaks we speak you speak they speak (pI..> (m.)
(f.)
W "

nitkallam/ titkallam/ "titkallami/ . yitkallam, , titkallam, nitkallamu / titkallamu' yitkallamu

,6~

p
~

e
\

)~

PRESENT TENSE -- INTRODUCTION

LESSON TWELVE

As you can see, the prefixes

and suffixes are quite regular: verb stem

n t t
~T 01

you (m , ) you (f. ) he she we you (pl. ) they

t n t y u u u

The only possible source of confusion may be that you (m.) and she are the same in pronunciation and writing. However, context will always tell you whether a man is being addressed or a woman spoken about.

*52*

62

LESSON TWEL·E I

PRESENT TENSE -- INTRODUCTION

If the last letter letter Iya: II J

' these

of the verb stem is an Iii represented changes occur:

by the

Example:

I go you go (m.) you go (f.) he goes she goes we go you go (pl. ) they go

Inimshil /timshi/ /timshi/ /yimshi/ /tlmshi/ /nimshu/ /timshu/ /ytmshu/

~ ~

~~

•
~ ~ ,. .a

..

r-

Note what has happened:

1.

you (f.)

Since the verb "stem" ends in Iii, there is no need to add the Iii that usually distinguishes you (f. ) from tOu) (m.). This means that now you (m . ), you f. , and she are all identical in form and pronunciation. Context will tell you which is intended. For all the plurals we, ~, and they, the final Iii is dropped and the lui which is the plural suffix marker is added directly to the second letter of the "stem" - in this case, the Ishi:nl J with Ii! as the last
I

2.

plurals-

These are not random changes. All verbs letter of the "stem" behave like this model. *53*

PRESENT TENSE -- INTRODUCTION Exercises

LESSON TWELVE

1 a. Learn any new vocabulary in this lesson. b. Read the examples aloud paying close attention to your teacher's guidance 0:'1 pronunciation. c. Write out the examples in Arabic in your notebook and show your efforts to your teacher. 2. Learn as many of these new verbs which behave like the examples in this lesson. We have introduced each new verb in the "he" form - remember that the "helper" vowel connecting the prefixes to the first letter of the verb stem is constant 'within anyone verb, so once you know the "helper" vowel for one .,erson, you can predict the other persons accurately. a. Verbs that behave like /yiktub/, he finds he rides he enters he closes he sits he drinks he hears he returns he opens he hits /yijbar/ /yirkab/ /yidkhal/ /yigval/
~

/yaCraf/ and

/yitkallam/ :

~J-P

J_/.. .
..Al

.-

/yigCad/ /yishrub/ /yismac/ /yirjaC / /yiftaQ/ /yibuY

J...S2.UJ

.~.~

~-

tr>
-.
~

c.-

*54*

R4

LESSON TWELVE

PRESENT TENSE

INTRODUCTION Exercises

he lives he takes he listens he works

/yiskun/ /yigbadh/

~~

......

/yissannat/ /yish tagh al/

y • -"
2 •••

u __

b. Verbs that behave like /yimshi/: he buys he wants he smokes /yishri/ /yibqi/ /yikmi/

U __,....,.u_

,.

~-

.-

3.

For further practice write out verb tables like the examples in this lesson, for all the persons of these verbs. Keep a section of your notebooks for verbs and sample verb tables.

1------'-

*55*

INTERROGATIVES Lesson Thirteen

Generally, asking questions in Hassaniya is indicated by tone of voice and "rising intonation" -- you show you are asking questions by raising your voice at the end of the sentence. In written Arabic, unless the question is introduced by a question word, the only difference between a statement and a question is the question mark. Here is a review of words that can be used to introduce in Hassaniya: 1. 2. :'Is it so?" --"What?" -on to: /ya:k ?/ questions

The Hassaniya for "what?" varies slightly in form depending whether a man, a woman, or a group is being addressed or referred "What?" (m.) "What?" (f.) "What?" (pI.) /shinhu /shinhi /shinhum ?/ ?i ?/

rr:

· ,.
•

.sr: •

· rr"

3.

"Who?" "Which?" on to:

The Hassaniya for "who?" varies slightly in form depending wheth er a man, a woman, or a group is being addressed or referred "Who?" (m.) "Who?" Cf.) "Who?" (pI.) /minhu ?/ /minhi ?/ /minhum ?/
~

*56*

LESSON THIRTEEN

INTERROGATIVES

4.

"How much?" "How much?"

(money

-- price

/ba.sh ?I

~.'l>
..

5.

"Where?" "Where?" /rnnayn

?I

6.

"How much?", How much/many?

"How many?"

/kam ?I

!
? I.

How many do you have ... ?

Ikam cand-ak min...

" \.j

5~ (

7.

"Why?" "Why?"

"When?"

/aynta ?I
'" ?"

~\

9. " "How long

...

The question "How long have you been ... ?" is formed in Hassaniya by Ikaml + III or lill + relevant suffix pronoun. "How long have you (m. ) been ... ?" "How long have you (f. ) been ... ?" "How long has he been ... ?" "How long has she been ... ?"

Ikam l-ak ...

?I

c. ... .JJ

'"

Ikam l-Ik ... ?I Ikam l-u ... ?I

/kam il-ha ... ?I

Cj

... .JJ '" '". . . . bj . ... Y'

c .

;
\

I I

*57*

R7

I.

--

---------------------_

INTERROGATIVES

LESSON THIHTEEN

------ -- ------ - ---~

,iHow long have we been ... ?" "How long have you (pl.) been ... ?" "How long have they been ... ?" /kam in-rra ... /kam il-kum ... /kam il-hum .. ?/ 1/ ?/
~
<...

. ..

l_>\

->

f
(
/

... ,'f !
)\

t'

The answer "I've been ... ". "he's been ... ", "we've been ... " etc. is expressed by /1/ or /il/ + the relevant suffix pronouns. J have been in Nouakchott for a month. /l-i shahr vi nu iakshu t t/

We've been working for two hours. /niJ)na nish taghalu sa: c.~atayn/

10.

"Which?" "Which?" /aynta/

\;:.;..J \

11.

"Did/Do/Dl)esll "Did/Do/Does"

(Ihterrogative

Word2 /ma!!_alla/

*58*

R8

-------------------------------------------l
LESSON THIRTEEN IN'I'ERROGATIVES Exercises

1 a. Make sure you know all the interrogatives b. Write out the vocabulary in your notebook. 2.

in this lesson.

from this lesson in Arabic for revision

Since this is primarily a revision. lesson, translation from English into Arabic. Translate the following sentences

all the exercises

will be

into Arabic.

a. Re -d your translations out in your notebook. b. For further

1.

aloud in Arabic, and then write them vary the vocabulary (to a man) (to a woman) do you (f.) have? where sense allows.

practice

What's your name? What's your job? How many children How much is this? How much is a kilo? What are these?

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

When do you get up every day? How much is a kilo of meat? Where do you live?

(to a man or a woman)

(to a man or a woman)

Why don't you (m.) sit down? When is he coming? What does she want? How long have you (f.) Who is she? Which one do we want? lived in Mauritania?

*59*

INTERROGATIVES Exercises

LESSON THIRTEEN

16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

Who art. they? What's the news? Why are you doing that? How many brothf'rs/sisters TNhere are you (f.) going? When are you (m.) going to America? Where are they? Who is he? What's the time? Why don't you (f.) come with In)? do you (m.) have?

2.

Substitution

Drill

a. Read the model sentence. b. Work out the Arabic to be substituted. c. Read out the new sentences d. Write out the new sentences to your teacher. in Arabic in your notebook.

Since this is a question and answer drill, provide an answer to each question from the alternatives on the next page, or provide your own.

*60*

70

LESSON THIRTEEN

INTERROGATIVES Exercises

Q.

Model Sentence How long have you (f.) been working in Mauritania? /kam l-ik tishtaghali vi mu: ri: ta :niya ?/

---1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Substitute

~ ~~/y
you (m.)

<J
....

they been living he been living she

. ... . ...

learning French? they

you (m.) been living you (f.) been living .... they been speaking in the hospital? a year two years six months a month two months 6. 7. 8. 9. 10. a week two weeks a year and a half a long time a very long time Arabic?

A.

1.

2. 3.
4.

5.

*61*

71

PRESENT TENSE - VARIATIONS Lesson Fourteen

Although the patterns shown in Lesson 12 will apply to the vast majority of verbs you will have to use, there are two features you must be aware of from the outset in learning Hassaniya: 1) a very few common verbs have an alternative prefix for the /y / indicating "he" and "they"; 2) these same verbs usually dispense with a "helper" vowel to join the prefixes to the first letter of the verb stem. Exam_2le: I see you see (m . ) you see (f.) he sees she sees we see you sec (pl.) they see /nshu:v/ /tshu:v/ /tshu:vi/ /ishu:v/ /tshu:v/ /nshu:vu/ /tshu:vu/ /ishu. vu/
,.
(.__J ~

.
-

~
<.J~

:f.~

"

. ., t_Yy
.
...

LJ~

y~

...
.....
"

.Y~
..Y~

*62*

72

LESSON FOURTEEN

PRESENT TENSE - VARIATIONS

"
These are not random changes. vowel, either /wa:w/ ) or /ya:'/ of a 3-letter verb stem. Examples: I say you Gay (m.) you say (f.) he says she says we say you say (pI.) they say "sell" I sell you sell (m.) you sell (f.) he sells she sells we sell you sell (pl.) they sell /tbi: cui
~

They Occur in verbs with a long <.5 as in the middle letter

~ /ngu :1/ /tgu:1/ /tgu :li/ /igu:1/ /tgu:1/ /ngu:lu/ /tgu .lu/ /igu :lu/

J~

J_yl J~ .~ -\ J

J~
y~ y~
Y_;r9\

/tbi:c/

~.
*63*

73

PRESENT TENSE - VARIATIONS

LESSON FOURTEEN

Note that apart from the "he" and IIthey II forms and the lack of a "helper" vowel, all the other prefixes and surr.xes are identical to the models in Lesson 12. This feature also applies to those very few verbs that have only 2 letter stems. ExamEle: I pour you pour (m.) you pour (f.) he pours she pours we pour you pour (pl. ) they pour /n~ubb/ /t~ubb/ /t~ubbi/ /i~ubb/ /t~ubb/ /n~ubbu/ /t~ubbu/ /i~ubbu/
...,.
~
>.l

..:.-vR..i
w

~\
u

~
'-'

~
oN

~ ~
'-l \

Pay special attention to the kind of verbs discussed in this lesson. They are not irregular verbs since all verbs showing these features will behave in -the same way. So always be careful of these verbs: 1) verbs' with /wa: w/ y or /ya: 1/ J as the middle letter of a 3-letter stem and 2) verbs that have only 2-letter stems.

*64*

LESSON FOURTEEN

PRESENT TENSE - VARIATJ.ONS Exercises

1 a. Learn any new vocabulary in this lesson. b. Read the examples aloud paying close attention to your teacher's guidance on pronunciation. c. Write out the examples in Arabic in your notebook and show your efforts to your teachers. 2. Learn as many of these new verbs as you can which behave like the examples in this lesson. Remember:
i. ii.

They do not have a "helper" vowel connecting the prefixes to the first letter of the verb stem. They have the alternate PI ~ix /i/ instead of /y / in pronunciation to indicate "he" and "they". The prefixes indicating the other persons remain ucchanged.

We introduce each new verb in both the "I" form and the "he" form to reinforce this feature. I get up he gets up I visit he visits I go (to) he goes (to) I put he ~uts I wait he waits I increase he increases /ngu:m/ /igu:m/ /nzu:r/ /izu:r/ /ngi:s/ /igi: s/ /ndi:r/ /idi: r/ /nhani/
~ ~ ~

(yiJ
\' y9\
/.:J~ / .J j ,

-\
f..l\

... .N ,.~

/ihani/ /nzi:d/ /izi: d/

~\

~.f
~)\
*6E*

7C:.t,)

----------------------------------~~ ..-----------------------------~--------~
PRESENT TENSE - VARIATION Exercises LESSON FOURTEEN

Verbs with a doubled middle letter of the verb stem behave in the same way as the examples in this lesson. I let he lets I ask he asks I do he does I look at he looks at I look for he looks for I pay he pays 3. /nkhalli/ /ikhalli/ /nsawwal/ /isawwal/ /ncaddal/ /icaddal/ /nkharras/ /ikharra~/ /nlawwad/ /ilawwad/
/nkhallas/

...
~

~\

J~' Jy--"\

J~ J:r.\
<f'~

J'j\
J_9J
w •

»~ \

/Ikhallag/

J-8 Jl-P \
~l •

-.l\

For further practice write out verb tables like those in this lesson for '='Illhe persons or the verb. t Keep a section of your notebook for verbs and sample verb tables. Make sure you learn these verbs and their variations examples ii. Lesson 12. from the

*66*

PRESENT TENSE - CONTINUED Lesson Fifteen

Three following: ~xample:

important "want"

verbs

to

pay

special

attention

to

are

the

I 'want you want (m.) you want (f. ) he wants she wants we want you want (pI.) they want

Indu:rl liddu:rl
/Iddu : ri/

»:»:"
/;7..>

~\

....

,.S /
)

» ~1

lidu: rl liddu: rl Indu :rul

/Iddu :rul

"..>1-

./ .>; ~
.//.>.)J

)l..J-'_)~

lidu:rul

»> _).)\

Note that the It I ~ prefix indicating "you" (m.), "you" (f.) and and "you II (pI.) is assimilated to the I d/ of the Verb wnh an "upbeat added at the beginning for more facility in pronunciation: The Iy I of "hell and "they" is replaced by Ii!.

*67*

/I

.,

PRESENT TENSE - CONTINUED

LESSON FIFTEEN

heart:

Pay special attention

to this very

common verb

and learn

it by

Exam:eles: I can

IIcanll /ngidd/ /tgidd/ /tgiddi/ /igidd/ /tgidd/ /ngiddu/ /tgiddu/ /igiddu/

,_)

.u.>
..uu
..."

you can (m.) you can (f.) he can she can we can you can (pI.) they can

~-_
--

.._5 ....uLJ

19\
wl

_.\,J:U

--

-.I_

./~

y...uU

-\

~»

-.\-

Note that in this verb the final letter followed by a vowel.

of the "stem" is doubled if

Plaited Kufic ornamentation "God gathers mankind for the Day of Judgment"

78

"

:.....

.O{

LESSON FIFTEEN

PRESENT TENSE - CONTINUED

heart:

Pay special

attention

to this

very

useful

verb

and learn it by

Exam2les: I come

"come" /nji/ /tji/ Itji/ /iji/ /tji/ /nju/ /tju/ /iju/

you come (m , ) you come (f. ) he comes she comes we come you come (pl.) they come

c..f.

J. -

J.
0\

d
X

Y.'
c_.f
as

Note that this is a two-letter verb "stem" with /ya: / the last letter, so the changes outlined in Lesson 14 apply. Take special care in learning these verbs.

*69*

79

PRESENT TENSE

LESSON FIFTEEN

1. There is no "inf'initive" per se in Hassaniya. tence "I want to go" is rendered in this way: Examples: I want to go.
/ndu : r

Therefore

the sen-

nimshi/ literally means "I want I go".)

(which translated

He wants to see Ahmad. /idu:r (literally 2. ishu:v ahmad/

"he wants he sees Ahmad".) Tense verbs is formed by putting /ma/

The negative of Present before the verb.

La

Example: I don't want to go. /ma ndu: r nimshi/ She doesn't want to come. /ma iddu: r tji/ We don't want to go. /ma ndu: ru nimshu/

*70*

80

LESSON FIFTEEN

PRESENT TENSE Exercises

1 a. Learn any new vocabular-y b. Read the examples teacher's guidance

c.

in this lesson. attention to your

aloud in class paying- careful on pronunciation.

\"I'lte out the examples in Ar abic in your notebook l'fl\H'ts to your teacher

and show your

.)

Now that you have seen the different forms that the Present Tense may take. we want you to practice using them all in a varietv of exercises . Translation and j\]ultipl~ Substi_t~ Exercises this multiple

Make as many sentences subst irution drill:

as you can by translating-

Yl)U

(m , &

f. )

\,'hat
Q.

h'hel'e

do does

he.ehe

you ,p.)
th0~'

want to

do go

the cinema the market

:\.
He h't"

She:-

wan t

the office
W
g'(1

h.1

the sea the desert th(- clinic

Tht:'y

For wr iting and comprehension write out the translation .... this i quesrion and answer pattern: If you want to extend this exercise Y.. u can substitute o other plat:es in the answer.
tuti-n

r Sf

t his exercise as a model ror building up your multiple que-st ion and answer drills using other vocabulary.
I

substi-

81

PRESENT TENSE Exer-cises

LESSON FIFTEEN

3,

'Substitution
3,

n-m
the Arabic to be substituted, in Arabic,

Read the model sentence, W,:,r~

(IUl

b,
l'

Writt> out the new sentences Read the new sentences

d.

aloud,

---00

ndu:r

nshu:v

ahmad'

Substitutt.> 1.
"

-------Sht>"" They

.... .... .,

.)

He doesn't Do you U', )

,1 5 t;

'" .the house. at ten o'clock, the dry,

1

8
~
11.1

don't

....
,,

Does he Do y.. l \P n

.,

*;2*

LESSON FIFTEEN

PRESENT TENSE Exercises

4.

Sentences

for Reading

and Repetition aloud paying want to do? ?I

(

Read these sentences pronunciation. 1. What do you (f.) lash 2.

careful

attention.

to your

iddu: ri tCaddali

J~
--..J~

(S/..>~~

<-f\
" ~

Who do you (m.) /rninhu

want to see? ,..

iddu: r tshu : v ? I want to go ,

/.J j\

3.

I don't

Ima ndu: r nimshi/

4. Why doesn't lala:~h 5. he want to go? yimshi rna idu:r speak

.
./ ./

.,>..j

?I (.~J:~\

Do you (m.) /titkallam

English?

ingli: zia ? I speak carabi Arabic? ?I

6.

Do you (f.) Ititkallami

F
~
~

7.

When does he want to come? laynta idu: r iji? I

~ <s.f
Y is\

8.

Why do they want to do that? /cala:sh idu:ru iCaddalu ha:dha ?~ t~

,)).J')\

9.

What do you (f.) lash

want to say?

iddu: ri tgu: li ? I

10.

We want to see the house.

Indu:ru nshu:vu

d-da:rl
using different lessons. out loud. people's

,)

\~\
of the verb where

Write out these sentences the sense allows. Use vocabulary Listen for these

persons

from previous verbs in other

Read all your own sentences

speech.

*73*

R3

PRESENT TENSE Exercises

LESSON FIFTEEN

5,

Translate

these

sentences

into Arabic,

Read your translations out loud paying' careful attention to your pronunciation and then write them out in Arabic in your notebooks,
1.
.)

Does he want to come? who does she want to see? When are you (f .') coming'? 1 don't want to go, When do you (m ,") get up in the morning'?

" .) ,

-1, 6,
~
c.

I want to visit Atar , \\'ht>re do you (f,) Do

YL)U

work?

8, 9,

\vhat do you (m .") want to drink? (m .') smoke'? do you (pl .') want to sit?
smoke
Yl)U

lu.
11.

\\'hat does she want tc buy? \vhere I don't

13
1-1

\\'ha t do

(f,)

wan t to eat?

Where do they want to go? .le doesn't what wan t to go,

{f.)

15
16
1~ 1I •

When is he coming'? do you want to buy? English, work': Do you t m .') know Muhammad? He doesn't \\'hde speak do :'ou (m,)

18. 19
~1

I wan l to ask a q ues tion , When can I see i'Iuhammad?

~·l

I don't

want that

"'

'
~.~,~

Il\lPERA TIVES
Lesson Sixteen

The imperative following \\"3yS:

1.

(or "command"

form)

in Hassaniya

is formed'

in the

When addressing any individual an upbeat in front of the first When addressing a woman. letter of the verb stem

01.'

group. simply put /i. as letter of the verb "stern". the last in-

Ii: I is also added after

3.

When addressing a group of men or women. stead of Ii:' after the last letter of the verb

/u is added stem.

Examples: addressing a man work ~ / ish taghal/ addressing a woman ish taghli/ addressing a group /ishtaghlul

~'
write ~ /tktub.
~\

~\
/iktubi

P'
/Iktubu/
/'

/'

~,
I

X'
/ishru

/'

bu~.

ishr i

ishrf
.._; f~

J?'
lis tel. ~ issant

./~,
/ issantu
.~
I

issanti-'

~:,
speak: itkallam

.. .., I
L~

...

,'i tkallam

/itkallamu/
..;

F'

-.) f

:t:'j5*

r'
~/

~~\

R5

,.
LESSON SIXTEEN There is a special for», of the imperative for "comet lated to the verb you ~~d'fe learned meaning "to cornell. come! (m . & f.) come! (to a group) /wahay/ /Wahu/
It is not re-

II

Jl9_)
;;JI .J;
"Corne here!" is:

Note that this form is only used as a command. /wahay ila: h/

Negative Imperative: The negative of the imperative - Le , "Don't go II , "Don't speak" is formed in Hassaniya by putting the negative particle /la/ in front of the second person singular or plural (masculine O~ feminine where relevant) of the verb: Examples: Don't go! (to a man) Don't open the door! (to a woman) /Ia timshi/ /Ja tuvtahi il-ba:b/ \,

~)

..

'_

Squared design: A/.!samdu /·iLl4hi: "P.raise to God" Turkish minaret. 16th century

AD

*76*

R8

LESSON SIXTEEN

IMPERATIVES Exercises

1 a. Learn any new vocabulary

in this lesson. to your teacher's

b. Read the examples aloud in class paying attention guidance on pronuncation.

c. Write out the examples in Arabic in your notebook and show your teacher your efforts.

2.

Translate- the following commands into Arabic, and then make them negative. Remember that there is a slightly different addressing a man, a woman and groups.
1.

form of the command for

Buy some meat! (to a man)

. Come m.I (to a group)

2.
3.
4.

Come here!

(to a man)

Open the door! (to a man) Take it! (to a man) Enter! (to a woman)

5. 6.

7.
8. 9. 10.

Speak to me! (to a man) Get in the car! (to a group) Listen to me! (to a woman) Stay there! (to a group)

*77*

R7

NOUNS

PLUS

ADJECTIVES

Lesson

Seventeen

--------------------------------------------.--------~
Adjectiv 2S are placed like "a big house" literally big" ,
1,

after the noun in Hassaniya. Thus a phrase translated from Hassaniya would be "a house-

Indefinite: nouns take the masculine form cf the adjective:

Masculine Examph.~~:

a large

room

/bavt ikbi: .r/ .

/ikta:b ijdi rd/

Feminine Examples:

nOU!1S take the feminine

form of the adjective:

a big town

/dashra

ikbi. ra/

or.'
I

o~~

a young

girl

/rnin t i~qi: raj

~\
0». .;....P \

da : r ij di : da/

.J \..>

*7R*

R8

LESSON SEVENTEEN

~OUNS PLUS ADJECTJVES

2.

Definite:

If the noun has the definite article "the"; /Il/', the adjective following it must also be prefixed by lil/. Thus the phrase lithe big house" literally translated into Hassaniya would be "the house the big". Examples: the large room /Il-bayt /l-Ikta: il-ikbi:rl b l-ijdi: dl l-Ikbi i ra/
.N

yJ
.
r

y'

~\
-'

the new book the big town the new house

.J-J> ;) \

~ (.;.)y\
~~.i.)\

/id-dashra

/id-da: r l-ijdi: da/

;r.~ y' , AI_...t-P .» t

..,
~\

,/

Notes: 1. 2. The rubs for joining the definite identical to those for nouns. Some nouns not ending These nouns take the adjective.
i:i!

article

/Il/

to adjectives

are

feminine

Ita:

marbu: tal are feminine. endings - witf a following

Examples: the new house the old woman /id-da: r l-ijdi: da/

o~~
~\

J\

\l

J\.;J\

/il-mara : il-kahla/

.(~,

*79*

R9

NOUNS AND ADJECTIVES Exercises

LESSON SEVENTEEN

1 a. Learn
,
j

any new vocabulary

in this lesson. to your efforts

b. Read the examples teacher's guidance

aloud paying -arerul attention in pronunciation. in Arabic,

I
2.

c. Write out the exercises to your teacher. Tran~lation Translate the following

and then show your

phrases

into Arabic.

First say them aloud paying attention to your pronunciation, then write them out in Arabic in your copy book paying careful attention to spelling. Show your efforts to your teacher. If you have made any mistakes, make sure you understand what is wrong before going on. 1. 2. 3. 4. 5. a small 'room an expensive a clever house

merchant

an old car a young girl

6.
7.

a tall man a beautiful a poor man a large tent woman

8.
9.

10.

an old road

*80*

90

LESSON SEVENTEEN

NOUNS AND ADJECTIVES

Exercises

Ll. 12. 13. 14. 15. 2.

a cheap book a small table

d

big camel

a new shirt a rich man in #2 above definite and

Make your translations of the phrases show the results to your teacher:

"Three things strengthen a nation's defences: gentleness, justice, and generosity"

*81*

91

PREPOSITIONS

Lesson Eighteen

The following is a review of important prepositions:

1.

before (2)

/sa:big/ /gbal/

2.

after (3) . c /ba ad/ jural

<Y. \.t;

3.

to .... from

Imino ... ila/

d\

..'

.d

4.

ab-ive ,

upstairs,

on

/fawg/

-. c_)y
l__."':'-

5.

under,

downstairs,

below

/tagt/

.)

6.

in

/vi/

7.

in, to, towards

/shu:r/

8.

on

/ala/

*82*

LESSON EIGHTEEN

PREPOSITIONS

9.

with

10.

for,

to

lIiI ICandl I!!_dhal

j
~ ,._,~

11.

at,

near

(2)

.c
),

\~

12.

behind

lural

~\

]3.

near

(to)

I gr ayyrb mini
/. . /oa c.1: d mm I

tr~_r V

14.

far (from)

~.
\.., ,>..:J ~

15.

in front

of

/gudda.m/

16.

between

Ibaynl

17.

about,

concerning

;Canl
~

*83*

PR£POSITIONS, Exercises

LESSON EIGHTEEN

1 a. Learn any new vocabulary b. Read the examples teacher's guidance

in this lesson.
attention to .your and show

aloud paying careful on pronunciation.

c. Write out the examples in Arabic your efforts to your teacher.

in your notebook

2.

Translation

and Substitution

Drill

a. Read the model sentence b. Work out the Arabic

L

aloud.

of what has to be substituted. aloud. in Arabic in your notebook.

Read the new sentence

d. Write cut each new sentence

Model Sentence 1. I came before him.

lana jayt sa: big-u/

Substitute She He They He 2. her. them. us. you (f.)

They came aft er us. /jaw ca: gb-nal

Substitute I She He We you (m.) me them. you (f.)

*84*

LESSON EIGHTEEN

PREPOSITIONS Exercises

3.

I walked /mashayt Substitute her his our their

from my house

to the office.
n ., ..........

min da. r-I ila-l-maktab/ , mosque ministry clinic sea

4.

He's going to Dakar. /huwa ma:shi shu:r daka:r/

Substitute I'm They're She's He's America. Atar. Nouadhibou Rosso.

5.

Is the Post Office far from here? /ba:k/ /mahallaAil-bu:sta baci:d min hu:n Substitute ministry hospital market sea embassy bank the P. C. office? the sea? Nouakchott? the office?

?/

.A.uu

*85*

PREPOSITIONS Exercises

LESSON EIGHTEEN

'3.

Translation Translate 1. 2. 3. 4. 5. 6. the following sentences into Arabic: at the university.

Before Peace Corps I studied

After the summer I worked in an office. The restaurant is open from one to fh e o'clock.

He's upstairs , on the roof. It's under .the table.' The president has two houses in Rosso.

7.
8. 9. 10. 11. 12. 13. 14. 15.

Peace be upon you. ThE: child is next to ·his mother. I want to talk with him. My girlfriend and her friend want to go with me,

The old dog's at Ahmad's. The shop is near the nosque

t

to the left.

His speech is about independence. The Iraqi bank is in front of the school. The Moroccan res tauran t is between the shop and the office.

For further practice make up substitution drills from tnese sentences using t'ie examples ~n #2 above as models.

*86~6

THE GENITIVE Lesson Nineteen

In Hassaniya phrases house" have the form of

corresponding

to the English' "the door of the

noun + article + noun (the door of t~e house) /ba.b id-da:rl Thus a

Where the possessor is a person, the article is omitted. phrase like "Mohammed's house" becomes Ida:r muhammad/

(house Mohammed) In Hassaniya the "thing possessed" always precedes the "possessor". There is no equivalent to the English" 's" to express possession. If the first noun (that is, lithe thing possessed") is feminine and ends in a Ita:' marbu: tal, it is "opened" in pronuncation and pronounced as a Ita: 'I. This is only a pronunciation feature and in written Arabic the Ita:' marbu: tal will always appear as a Ita:' marbu: !a/. The transliteration, however, indicates this "opening". Example: Iwa: tat muhammad/ /Muhammed's car) Iwiza: rat i~-~ihhal (The Ministry of Health)

*87*

THE GENITIVE Exercises

LESSON NINETEEN.

1 a. Learn

any new vocabulary

in this lesson. attention notebooks to you!' and snow

b. Read the examples teacher's guidance

aloud paying careful on pronuncation.

c. Write out the examples in Arabic in your your efforts to your teacher. 2. First read the Arabic sentences in to English. Use this exercise 1.

aloud, then translate as writing practice.

~

them

Izawjat

muqammad/

c-u .);

2. 3. 4. 5. 6. 7. 8. 9. 10.
11.

/sa: hib calil Isa:hibat

<5'S ~W -

--

fa:timatul

J~
~\

~~ ~\y

Iwa: t'lt ahmadl

/Ism zawj-ha/

y »:
u:PW>
/_ ~..>~
.>

r\
/

Ida: r ~a: !!ib-i/

/Ism zawjat-ak/

\...)

t~\
• . e/
~

I wiza.rat it-ta cli :m I . . ICa: ~imat wilaya: t mutahida/ Ida:r yusufl

(, ..A.S'-'

. ~\

v .I..) '

G L.,Y...>

L"
/\..)

~..Y..

/muvta :!! il-wa: tal Ikhaymat ab-i/

CV'_,;' L.~
~\
~.p

12.

*88*

~8

LESSON NINETEEN

THE GENETIVE Exercises

13. 14. 15.

3.

/bi:ba:n /muvta:g

id-da:r/ il-buti:g/
~.,

/ \ ~\

.:»

. L.u..>
~

.~ .

- -_y-> \

/maktab ish-shari: ka/

"-

:1

~?\

_/ ...u

This same genitive construction is used in men's names consisting of the noun /cabd/ ~ "servant", followed by one of the 99 names of God. e.g. Abdallah (lit. "servant of God")
\

...,

c:0.)\ ~

Abd iI-Qadir (lit. "servant

,I cabd il-qa : dir/

of the Omnipotent Oneil)

jCabd

Abd ir-rahman (lit. "servant

ir-rahma: n/

of the Compassionate Oneil)

Find out as many names of this type as you can and keep a record of them.

*89*

THE GENITIVE Exercises

LESSON NINETEEN

4.

This genitive construction is also used in forming the names of ministries. Find out the names of the ministries listed below, and learn those that you find you need to know especially in connection with your work. Ministry of Health Ministry of Education Ministry of Agriculture l'1inistry of the Interior Ministry of Foreign Affail's Ministry of Defense l'1inistry of Justice Ministry of Finance Ministry of Information Ministry of Communications /wiza:rat i~-~ihha/

/wiza: rat it-ta cli: m/ /wiza: ra t iz-zira: cal

*90*

100