Al-Jaleys Part 3 Final

AL-JALEYS
Part III
A Textbook for Learning Arabic Language &

Culture
Mohammed Jiyad
1
To Harry Barnes, Jr. who believes that
A different language
is a different
vision of life.

Please e-mail your comments to : mjiyad@mtholyoke.edu
CONTENTS
Introduction
Unit 1, The Train
Unit 2, Khadim's Grandmother

Unit 3, The Time of Curse
31
58
Unit 4, The Village Boy
89
Unit 5, 'Aashur
122
Unit 6, A Handful of Dates
153
Unit 7, 'Ain al-Hayaat
180
Unit 8,
Baab al-Sahat
211
Unit 9,
Son of al-A'raj
244
Unit 10, Sultan Shahrayar (from 1001)
276
Introduction
For decades teachers have been combining language and content through techniques such
as storytelling, games, role plays, and, more recently, integration of subject area. The
introduction of teaching language in order to achieve proficiency based outcomes has
underscored the importance of meaning and context in comprehension and production. The
guidelines developed by ACTFL and the Educational Testing Service (ETS) define what
language users are able to do with the language at various stages. In the last ten years,
many professionals grasped the idea of using the proficiency definition of what it means to
know a language for purposes of organizing instruction. The proficiency model defines
language ability in terms of three criteria:
(1) functions: linguistic tasks performed such as asking for information, narrating
past activities, or
expressing opinions.
(2) contexts/contents: the settings in which one uses language, e.g., informal
settings, transactional situations, formal settings, together with the topic or themes
of conversation, such as topics related to self and to immediate environment (family,
shopping, transportation, restaurant, etc., concrete topics of personal and general
interest, and abstract topics.
(3) accuracy: the precision of the message in terms of fluency, grammar, vocabulary,
pragmatic competence, pronunciation, sociolinguistic competence (Buck, Byrnes, and
Thompson 1989). Meaning and contextualized practice form the foundation for an
approach that seeks to
develop
proficiency.
The recent focus on more meaningful, contextualized teaching has prompted some changes
in the traditional bottom-up mechanical /communicative format of textbook exercises. In his
review of textbook exercise formats, Waltz (1989) found that current textbooks are
contextualizing mechanical or skill-getting exercises in a wide variety of ways such as by:
(1) connecting exercise sentences with the same situation or theme;
(2) providing a context for the exercise in the form of information concerning people,
activities or
description; and
(3) combining cultural aspects with language practice within the exercise.
Recent studies in foreign language teaching have pointed to the possible benefit of a topdown or whole language approach to language instruction, through which students
manipulate language to communicate thoughts by using higher level skills before attending
to discrete language structures with the use of lower level skills. By means of activities such
as negotiation of meaning and joint problem solving with the teacher and classmates,
students participate in amore complex task than the students are capable of producing by
themselves (Adir-Hauck 1992). Therefore, meaning and context take the front seat in this
performance before competence approach, which reflects how first-language learners
acquire language. Anderson (1984) proposes four criteria for judging a whole language
approach to language teaching. Language learning should:
(1) include meaningful, natural language

(2) include whole language, not language fragments
(3) be functional, and
(4) be learned in a meaningful context.
Basically, the above principles have been utilized in the development of "Al-Jaleys" textbook.
In addition, a culture-based textbook and its syllabus identify a possible sequence of
contexts of communication, grammatical structures, and cultural topics that could be
integrated. The culture topics in Al-Jaleys appear in three categories:
(1) those dealing with surface features of the Arabic culture with primary emphasis
on behavior;
(2) those pertaining to daily life in the target culture-habits, patterns of living, etc.;
(3) those dealing with a more conceptual level, with attention to political, social,
economical, culture institutions and pattern, and with the challenges currently facing
Arabs. The convergence of these factors serves as a process through which students
are able to acquire a set of behavior, body of knowledge, a set of skills, and a cultural
proficiency that facilitate learning about the Arabic culture and their own cultures as
well.
Finally, Al-Jaleys recommends an interactive teacher/student relationship that can be
categorized as "cognitive instruction." Through this approach, students process information
in meaningful ways, take responsibility for their own learning and become independent
learners. As students and teacher work together to understand and explore new contexts
through "scaffolding" process, the teacher shows learners how to use various strategies to
solve language and culture tasks. In exploring longer segments, students are guided
through by means of various steps, ranging from identifying main ideas to express opinions
and writing compositions.
M. M. Jiyad
January 1997
Revised in 2008
) )1
Unit #1

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10
Questions about the text
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Functional Expressions
trash can
Allahs care
because I ..
fond and in love
has no limits
I was shocked at what she had said
smiles cover their faces
wave with their hands
will bring a lot of troubles
still live in my mind
we met by a sheer accident
scattered and became refugees all over Allahs land

12
Grammar
to passive
you need to make some internal vowel changes. Remember to put Dhamma - on
1. In order to change the perfect verb from active
the first consonant and Kasra on the verb second root consonant. Examples are:
to pen
-----
to decide
-----
You should remember that Arabic does not have the English agent by. Arabic
also requires that you drop off the original subject, make the object a
subject
for the new sentence, and conjugate the verb accordingly.
My mother cooked the food.
The food was cooked.
2. The Hollow Verb pattern for passive will drop the Dhamma - and have a long
vowel as a second consonant as in :
-----

3. The Defective Verbs will follow the general rules. In addition, the verb will take
the long vowel as a final consonant as in:
-----
An exception to that is the third person masculine plural.
Drill # 1
the phrases in the Functional Expressions in good sentences.
Drill # 2
Please choose the correct options:
13
Use

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Drill # 4
Please select the correct options, and explain why.
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24
Reading & Translation Exercise
Read the following sentences into your tape recorder, listen to them, and then give
the tape to your teacher to check your performance. Once you are done with
reading, translate the sentences.
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Unit # 2

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10.
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waste of time in politics

whether needed or not
at the time of need
jail term
We congratulated him!
and very quickly
We have accepted misfortune.
Make up has corrupted young peoples taste!
the ultimate political hypocrisy
female teachers institute
very strong alcoholic beverage
a misfortune, not a blessing
Enjoy yourself, brother!
A forbidden issue that is anti-religion!
someone who does not deserve respect
without an argument
33
no need for apology
I was about to
that I should shut up
mens noise and womens yodeling
! Shut up, you impolite boys!
Grammar
1. The passive form of the Arabic verb in present tense is formed through internal vowel
changes.
You remember the passive verb of the past is formed through adding Dhamma - to the
first radical and Kasra - to the second radical. In the present tense you put Dhamma on
the prefix consonant, a zero vowel, Sukun, - on the first radical and FatHa - on the
medial consonant, as in:
Therefore, a sentence like:

.
becomes when put into passive voice:

.
34
You will notice that the subject is dropped off and the object becomes the subject of the
new sentence. You also remember that, unlike English, Arabic has no "agent" equivalent.
2. The passive form of the Assimilated Verb maintains the semi-vowel in its initial
position. Examples are:
-
-

3. The Passive Hollow Verb will always have the long vowel
in medial position:
- -
-

4. The Passive Defective Verb will always have
in final position.
- -
- -
Drill # 1
Use the words and phrases in the Functional Expressions list in good sentences.
Drill # 2
1.
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2.
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Drill # 3
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Drill # 4
Please choose the correct options, and explain WHY:
1.

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2.

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Read the following sentences into your tape recorder, then listen to them. Give the tape to your teacher
together with your translation.
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Unit # 3
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!Use your brain

I have nothing to say.
without hatred and sensitivity
disturb peace & security

! We are then victims of victims
57
Dont you feel guilty?
Where is justice and rights?
omen of evil
Understand!
Her face sweats with anger.
. Stop this kind of talk now.

Let me live in peace!
You are wrong!
You came from every corner of the

glob
What kind of logic is this?
We have no objection to that.
You kill us like flies!
without exception
This is truly a lame logic!
Dont get intense, calm down!
Stay a way from us, please!
Dont forget yourself!
Dont be so angry with me!
58
Oh, God of the universe!
time of crisis, need
Or may be not!

. He cursed the Arab traitorous rulers
Grammar
1. Every verb in Arabic has at least one verbal noun, known as . Its usage
is roughly equivalent to the English infinitive or gerund. Simply, it indicates the
action or process expressed by the verb. Examples are:
to stand, act of standing
to eat, eating
to think, thinking
to employ, employing, employment
2. The verbal noun is extensively used as a verbal complement.

I cannot stand up

.
The government worked on employing a large number of refugees.
3. Where the Arabic verbal noun corresponds to an English infinitive or gerund, it

will almost always be definite.
Thinking of this matter is difficult.
59
4. One of the most common uses of the verbal noun is called Cognate Accusative
. This typically Semitic linguistic construction gives added emphasis
to the verb. It has to be the verbal noun of the verb itself and is usually followed by
an adjective. Both the verbal noun and its adjective have to be indefinite and in the
accusative case.
I thought of the matter for a long (time).

Drill # 1
Please use the phrases in the Functional Expressions list in good sentences.
Drill # 2
Please choose the correct options.
1.

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2.

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3.

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4.

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9.

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does not correspond to: 14
The Arabic Verbal Noun
a. The English gerund

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b. The English adjective

c. The English infinitive
15.

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24.

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pattern is FAAIL
25. For Hollow Verbs (C2w/y), the Active Participle

with . taking the place of C2 in all cases.
a. FatHa
b. Kasra
c. Hamza
Drill # 3
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Drill # 4
Please choose the correct options and explain WHY.
1.

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Read the following sentences into your tape recorder, listen to them, and then give
the tape to your teacher to check your performance. Once you are done with
reading, translate the sentences.
1.

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2.

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3.
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4.
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5.

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6.

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7.

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9.

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UNIT # 4

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1990 59-53
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I want to go to the olive harvest

81
You want to go to town!
He threateningly shook his finger.

with looks full of jealousy
Boy, have you got paid?

My nephew, the cars may run over you!

!
By Allah, this is not good life!
! Like pulling a hair from dough

paying him no attention
Who would ride him off her
One of them, women, pulled his leg
screams with joy
because he jumps and kicks
God dam his parents, he
spent the money and left us in real need!
froze in the courtyard
Why are you muted?
You may bury your parents!
Grammar
82
1. DoubleVerbs in Arabic (C2 & C3 are identical) combine C2 and C3 in the imperfect
inflection, throwing the vowel of C2 back onto C1 in all persons except the feminine
plural forms, the only imperfect suffixes that begin with consonants. Example:
--
--
In the following chart you will see the conhugation of this verb to the various pronouns.
2.1 Imperfect Indicative C2w/y Verbs whose middle radical is or show weakness
in the imperfect with the long vowel corresponding to the original weak radical, i.e.,
Dhammat for and Kasrat for . Example:
--
--
In the following chart you will see the various conjugated present forms of this verb.
The only forms that require special attention are the feminine plurals, where the long
vowel has been shortened to accommodate the addition of the consonant initial ending.
83
2.2 A fewC2w verbs, such as ,with underlying imperfect in have as a the vowel of
imperfect, shortened to FatHat in the feminine plurals (Notice the verb between
parentheses).
) )
2.3 Almost all C2y verbs show as the vowel of the imperfect, with shortening to Kasrat
in the feminine plurals (Notice the verb between parentheses).
) )

Drill # 1
Use the words and phrases in the Functional Expressions list in good sentences.
Drill # 2
1.
......... .

.

2.
:
84
.
.
3.

)

) :

.
4.

:

.
.
5.
........ .
6.

......... .
.
7.
:

8.

)(

.

:
.
85
9.

.

:
.
10.
.

:
.
11.
.

:

.
12.

.

:
13.

.
:
86
14.
.

:

.
15.
.......... .
.
16.

.

:
.
17.

.
:
18.
)
).
:

.
.
87
19.

.

:

.
20.
.

:
.
21.

.......

:

22.

.

:

.
23.

.

:
88
24.

.

:
.
25.
(
)

.
:
.
Drill # 3
:

/
.
.

.1
.

.2
.

.3
.

.4
.

.5
.

.6
.7
.

89

.8
.

.9
.

.10
:
/

.
.1 !
.2 .
.3 !
.4 .
.5 .
.6 .
.7 .
.8 .
.9 .
.10 .
Drill # 4
Select the correct options and explain WHY.
1.
.....
.
90
2.

:
.
3.

......... .
.
4.

:

.......... 5.

.
.
6.
.......... .
.
7.

:
.
8.

......... .
.
.
91
9.

.

:
.
10.

.

:
.
11.

.
:
12.
.

:
.
13.

.
:

92
14.

.

:
.
15.

.
:
.
16.

.
:
.
17.
.

:
.
18.
.
:
.
19.
.....
.
93
..... 20.
.

:
.
.... 21.

.

22.

.

:
.
23.

.

:
.
24.

.

:
.
.
94
25.
..... .

:
.
Read the following sentences into your tape recorder, listen to them, and then give the
tape to your teacher to check your performance. Once you are done with reading,
translate the sentences.
: /
1.

.
2.

.
3.
.
4.

.
5.

.
6.

!
7.

.
8.

.
9.

.
10.

.
95
96
) )5
Unit # 5
)(

)(

:

!

!

.
!
:

.

97
!

:

!
:

. .

.

.

.

!

:

:

.

:

!

:

:
98

:

.

:

(!

)
:

!

)(

.

:

:
!

:

:

.
) (
.

99
.
:

:

.

.

:

.

.

:

-

.

:
-

:
-

.
:

:
100
-

-

.
-

.

-
!

.
.

:
-

.

-

!

:
. -
.

101

.
:
-

!

.

:
-

.

.

"" .

.

.

.

.

.
102
:
-

:
-
.

:
-
.
-

.
:
-

-

!

.

.
:
-

-
.

:
-

.
-

.
! -

.

.

:
103
-

!
-

!
) (
1985. 14-7

/

: .
1.

2.

3.

4.

5.

6.

7.

8.

9.
10.

/

: .
1.

.
104
2.

.
3.

.
4.

.
. 5.
6.

.
7.

.
8.

.
9.

.
10.

.
Functional Expression
!Oh, God mercy
!May Allah stop evil
She warmly said with
enthusiasm.
I have no chance to have a

!
!child
He said complaining.
Allah is forgiving and

!
!merciful
105
He looked at the baby
carefully.
He moved his face right and
left.
I earn my living
honestly.
Do you expect me?
Do you follow violent and
evil people?
Annoyed, the Shaikh kept
silent.
He does not claim more
than his own.
Let his strength be
in peoples service, not Satan!
year after year
without being bored or
tired
his realtiveless parents
How would you get your
food?
None will trust you!
Anyone would consider
you a highway robber.

106
Allah is my witness!
Grammar

1. Defective Verbs in Arabic normally end with long vowels
or as in:
In the Present Indicative Mood these verbs follow the following patterns:
1.1. Notice that the masculine plural

and
are diphthongized to:
and

1.2. Also notice that the masculine plural of

and
to:

1.3. The masculine plural of
and
and
are shortened to:

and
2. Broken Plural
are diphthongized
107
Although no hard and fast rule can be given for what broken plural pattern or
patterns will emerge from a given singular, a few general observations can be
made on the and
patterns.
2.1. as a noun pattern (not adjectival) generally produce a diptote plural
, as in:
2.2. as an adjectival pattern usually gives a plural on the pattern , as in:
-
2.3. The pattern
in :
which ends with gives a diptote plural pattern , as

-
2.4. The pattern for doubled root
( ) gives a diptote on the plural pattern
, as in:
2.5. as a concrete noun, not with participle force, commonly gives a plural on
the pattern
, with alternate . Although both plurals are potential, only one
of the two may be in actual or common use. Examples are:

2.6. An important subgroup of this type which ends with Nunation
has the
plural pattern of as in:
-

3. You remember that the Assimilated Verbs in Arabic which begin with , drop
that initial radical altogether in the imperfect as in:
108

3.1. The doubled verb does not drop the initial in the imperfect but forms a
regular paradigm on the pattern of doubled verbs.
-
3.2. A verb like
combines the prediictable loss of the initial radical common
to Assimilated Verbs and the inflectional patterns of the Defective Verb, as in:
Drill #1
Use the words and phrases in the Functional Expression List in good sentences:
Drill #2
1.

!

:

2.

.
:

.
3.

.
109
4.

.
:

.
5.

:
.
6.

:

.

.
7.
:
.
8.

:
110
9.
:

.

.

.
10.
:

.

.
11.

:

.
.......... 12.
"
"
.
13.
..........

.
111
14.
.........
.

:
.
........ 15.
16.

........

17.

18.

:
.

.
112
19.

:
.
20.

:
10 .
20 .
15 .
21.
:
.
: 22.
.
23.

:
.
24.

:

.
113
25.

:

Drill # 3

/
: .
.1 .
.2
.
. 3.
. 4.
. 5.
6.
.
.7 .
.8 .
114
.9 !
10.
.

/
: .
.

.1
.

.2
.

.3
.

.4
.

.5
.

.6
.

.7
.

.8
.

.9

.10
.

Drill # 4
Please choose the correct options and explain WHY:
1.

:

.

.
115
2.

.... .
:
.
3.

.
:
.
4.
"

"!
:
5.

.

:
.
6.
.
116

:
.
7.

.

:
.
8.

.

:
.
9. ......

.

:

10.

.
:
117
11.

....... .
.
12.

.

:

13. ........

.

:

14.

15.

"

"!
:
.
118
16.

:
17.

:

.

.
18.
.
19.

:
.
20.
.

:
119
21.

"
".

:
.
22.

:

23.

.

:
.
24.

.

:
25.

.
120
:
.
121
Reading Exercise

Read the following words, phrases and sentences into your tape recorder, then
listen to them. Give the tape to your teacher to check your performance. Once you
are done with that please translate them.
: /
1.
.
2.

.
3.

4.

.
5.
.
6.

7.

.
8.

.
9.

!
10.
122
) )6
Unit # 6

.

)(

.

.

.

.

.

(
)

.

123

.

.

.

.

.
.

.

.

.

.

"" .

:
-

!

.
-

.

:
124

:
-

.

!

.

: .
-

. .

:
-
.

.
.

.
-

.

.
.

!

.

.

.

:
-

. -
""

!
-

.

.
125

.

.

.

:
-

.

.
.

.

.

.

.
.
.

:
-

!

.

"
"

.
:
-

!

.

. .

.

.

.

.
126

.

.

!
.

. !

.

:
-

.

.

.

.

.

.

.

.

.

.

.

.
1984 25-19
)(
:

/

: .
1.

127
2.

3.

4.

5.

6.

7.

8.
9.
10.

11.

12.

13.

14.

/
. .
1.

2.

.
. 3.
4.

.
5.

.
6.

.
7.

.
128
8.

.
9.

.
40 10.

.
11.

.
12.

.
13.

.
14.
.
15.
.
16.

.
17.

.
. 18.
19.

.
20.

.
I do not blame him for that.
I swallow my breakfast fast.
I ran like a devil
As if the matter does not concern him.
129
They old me so.
But I for some reason
When I got exhausted with swimming
Soft like white cotton
Certainly I do not blame him.
I dont care!
I wish my grand father does not do that!
Since Allah created earth
There were a lot of people.
I knew all of them.
Date palm trees, my son, are like people.
He wants to move backward.
I felt a sharp pain in my chest.
I threw up the date that I ate.

...
To tell you the truth
It was no longer as used to be.
I dont care!
I felt embarrassed
You, be careful!
As if the matter does not concern him.
130
Grammar

The Subjunctive Mood in Arabic requires the use of the present
tense of the verb with some modification to its end vowel. The Dhamma is
replaced by FatHa. This mood is required when the verb is proceeded by one of the
following particles:
1.
The verb
is used instead of
. Therefore, you will have:

In order for him to go to his bed.
2.
The verb is used instead of , as in:
.

He would not go to sleep early.
3.
The verb
is used instead of
as in:
.
He wants to work.
4.
is used instead of
:

.
Dont drink coffee, for you wont sleep.
131
The verb
If the verb ends with FatHa as in the case of second and third person feminine
and
, no vowel change is required.

The of the second person feminine, the dual and the second and third person
masculine plural is dropped off the verb in the Subjunctive Mood as in:
/
/
Now, when does one need to use this mood? The Subjunctive Mood is used when
there is love, hate, desire, wish, doubt, uncertainity, fear, a hypothetical situation,
and so on.
Drill #1
Use the words and phrases in the Functional Expressions List in good sentences:
Drill #2

/ :
1.

.

:
.
2. .

:
132
3.

......
.
:
4.

....... .
.
5.

:
:
.
6.

.....
.
7.
.......
.
133
8.

.
:
.
9.

.

.
.
10.

.

:
.
11.

:
.
12.

.
:
.
134
13.

:
14.

.
:
.
15.

.
:
16.

.
.
17.

:
.
. 18.

.
135

.

.
19.

.
:
20.

.

:
.
21.

(
)
.

:
22.

.

:
.
136
23.

.

:
.
24.

.

:
.
25.

Drill # 3

/
: .
. 1.
. 2.
. 3.
.4 .
137
. 5.
6.
.
. 7.
. 8.
. 9.
. 10.

/
: .
1.

.
2.

.
3.

.
4.

"
"

.
5.

.
6.

.
7.

.
8.

.
9.

!
10.

!

Drill # 4
1.

.
138

....
.
2.

:
.
3.

.

.
4.

:

.
5.

:
.
6.
....

.
........ 7.

.

:

.
139
8. ......

.

:
.
9.

.....
.

.
10.

.

:

.
11.

:

.
12.

:

13.
......
.
140
14.

:

.
15.

:
.
16.

:

.

.

.
17.

.

18. ......

.

:
141
19. ......

.

:
20.

:

.
21.

.
:

22.
......... .

:
23.

.
:
142
24.
......... .
.
25.

.
:
Reading Exercise

Read the following words, phrases and sentences into your tape recorder, then
listen to them. Give the tape to your teacher to check your performance. Once you
are done with that please translate them.
: /
.

.1
.

.2
.

.3
.

.4
!

.5
.

.6

.7
143
.

.8
.

.9
.

.10
) )7
Unit # 7

(
)
144

.
.
"

.

.

".

.

.

.

.

.

.

(

)
.

.
145
!
(
)

(
)

.

.

.

.

(
)

.

(
)

.

.

.
.

(
)

.

.

.

.

(
. )

146

.

.

( .
)

.
.

.

.

.

.

.

""

""!
.

.

(.
)

(
)

.

.
). )
147

)(

)(
.

.
.
.
.

)(

.

.

.

.

.

.

.

.

.

( .
)
) (
( .
)

148
)(

)( .

.

.

)( ) (

"" .

" .
"

"
"

)(

...

.

.

" "

)(
)( .

(
)

.

.

)(

.

.

.

)(

.

.

.

.
.

.
.

149

)
. 112-61 1983
:

/

: .
1.

2.

3.

4.

5.

6.

7.

150
8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

.
21.

22.

23.

24.

25.

26.

151
/
. .
1.

.
2.

.
3.

.
4.

.
.

.5
.

.6
.

.7
8.

.
9.

.10
.
I was about
I met her once face to face.
after that
like what people usually do
152
like a clock clicking
things around her
lonely doing some wrong thing
from her head to feet
They congregated.
She wanted to go to him
She didnt know completely
If it were not for .
non-human
she was no longer able to
She was able to remain
in the first place
to her specifically
a woman with life experience
She didnt know what to do.
of intense bleeding& exhaustion
constantly begging and calling
She completely disappeared
Reflects her eyes color.

153
automtically

appears to me

when silence prevails
sarcastic looks
something like joy
without exception
at utmost speed

birthday certificate
Grammar

1. Like the Subjunctive, the Jussive Mood
is based on the present
tense with certain changes in the end vowel. The Jussive form of the verb for the
feminine second and third person does not change.
The Jussive Mood is used if the verb followsone of the following particles:
1.1. The negation particle of the past tense , as in

She did not eat her breakfast.
1.2. In the case of Imperative following the particle , as in

Let us go to the movies!
!
1.3. The Jussive Mood is also used in the case of Negative Imperative following
the particle , as in

Dont do bad things!

!
154
1.4. It is used following the Condition particle

, as in
If he studies he will pass.

2. Vocative Particles in Arabic are
2.1. The noun which follows has to be in the nominative case, but never takes
Nunation, as in:
2.2. If the noun that follows the vocative particle is the first term of Idaafa or has a
possessive pronoun attached to it, that noun has to be in the accusative, as in:
!

2.3. The noun which follows
has to be definite. The first is used for
masculine and the second for feminine. The noun has to be in the nominative case,
as in:
!

!
Drill #1
Drill #2

/ :
1.

:

.

.
155
2.

:

3.

.....
4.

.
:
.
5.

....... .

.
6.

:

7.

.

:
156
8.

.

:
.
9.

.
:
.
10.

.....

.

.

11.

:

.
12.

.......
.
157
13.

:
.
14.
........ .
:
: 15.
.
16.

:

:
.
17.

:
.
18.
.............
........
.
158

.....
.
.....

.
.....
.
19.

:

....... 20.

.
.
21.

:

.
22.

...... .
.
23.

.

:

.

.
159
24.

....... .
25.

:
.
Drill # 3

/
: .
. 1.
. 2.
. 3.
. 4.
. 5.
. 6.
. 7.
. 8.
. 9.
". " 10.
160

/
: .

. .1
.
2.

.
3.

.
.

.4
.

.5
!

.6
.

.7
.

.8
.

.9
.

.10

Drill # 4
1.

...... .

.
161
2.

:
.
3.

..... .
4.
:

. .

.

.
5.

...... .
.
6.
:

.
162
7.

....... .
.
8.

.
:

.

.
9.

.

:
.
10.

.

:
11.

.

:
163
12.

.
:
13.

.

.

.
14.

:

.
15.

. ......

16.

:

.
164
17.

.
:
" 18.
"

.
.
19.

.

20.

.

:
21.

.......
.
.
165
22.

:
.
23.

.
:
.
24.

.

:

25.

.
:
166
Reading Exercise

Read the following sentences into your tape recorder, then listen to them. Give the
tape to your teacher to check your performance. Once you are done with that
please translate them.
: /
1.

.
2.

.
3.

.
4.

.
5.

.
6.

.
7.

.
8.

.
9.

.
10.

.
167
) )8
Unit # 8

(
)

.

.

.
"

.

"

168
""

(
)
(
)

(
)

.

.

)(

.

!"
"
!
.

!"

"
.

""

!"

.

"
.

.

:
-

!

:
169
.

"
"

.

:
-

!

:
-

!

!
:
:
-

!

!

" .

"

.

.
.

.

.

.

.

170

.
-

:
-

!

.

.

.

.

.

.
171

"
"

.

.

.

.

!

.

.

.

.

.
-

.

.

.

.

.

.

.

.

172

!

.

!

.

.

.

.

.

.

" " .

.

.

.

.

.

.

.

.

.

.

.

173

.

:

.

!

!
!

.

:

.

.
:

.
:
) (
1990 .56-48
:
:
/

.

.1

.2
.

.3

.4

.5

.6
174

.7

.8

.9

.10

.11

.12

.13

.14

.15

.16

.17

.18

.19
.20

.21

.22

.23

.24

.25
175

.26
/
. .

.1

.2

.3
.

.4

.5
.

.6
.

.7
.

.8
.

.9
.

.10
.

.11
.

.12
.

.13
.

.14
.

.15
.

.16
.

.17
176
.

.18

.19
!
.

.20

no longer convinced
has matured
without justification
fear has broken
with a culculated
in his distant past
!Oh, God of Heavens
he gets ready
calmness
administrative jail term
has spoiled him with fatherly
love
when he met her first

time
177
It was a rainy and windy autumn
day.
end of school day
his disturbed mood
sensitive kind of people
thanks to their personal
cirumstances
the poor of the lowest
class
the camp residents
the tormented of the
of middle prestige
downtown
Majidi (Ottoman era
)
)
hnicknamed Abu
alleys
currency)
Azzaam
filled with the dream of fortune
&prestige

success
178
his march to certain
likes debate & loves
made everyone unhappy
with strange moods
books
of the top ten
she is smart
calls for no doubt
twisted mind
immediately
yet better
What lacks this boy?
the fact is
The stroke confined him to
bed.
old city
one-side love
just reality, poverty
&revolution

he boldly said
unable to match
supressed desire
179
her days are numbered
I owe you
Grammar

1. Hollow Verbs experience some changes of the long vowel when they are in the
Jussive Mood. All three long vowels are reduced to the identical short vowels. That
is to say:
a. changes to FatHa as in:

b. changes to Kasra, as in:

c.
changes to Dhammma

2. Defective Verbs, which end with long vowels, experience the same changes, as
shown in the following:
Drill #1
180
Drill #2
1.

.

:
.
2.

:
3.

4.

:

.

5.

......... .
.
181
6.
:

.
.
.
7.

......

.
.
8.

.
:
. 9.
:
.
182
10.

:
.
11.

:

12.
:
.
13.

.
:
14.

"

"!

:

.
183
15.

....... .

.
16.

. ......
.
17.

......

.
.
18.

.
.
19.

:
20.
:
.
.
184
21.

:

.
.

.
22.

.................... .

.

.

.
23.

:

.

.

.
24.

:

.
185
25.

:

.
Drill # 3

/
: .
. 1.
. 2.
. 3.
. 4.
. 5.
. 6.
. 7.
. 8.
. 9. .
. 10.

/
: .
.

.1
.

.2
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.3
186
.

.4
.

.5
6.

.
7.

.
8.

.
.

.9
.

.10
Drill # 4
1.

.

.
2.

........
.
6 .
18 .
21 .
3.

.

.
187

.

.
4.

....... .

5.

........ .

6.

:
.
7.

...... .
.
2.

3.
188
8.

.
:
9.

...... .

.
10.

:
.
11.

:
12.

........ .
13.

:
189

.

.
14.

.

:
.
15.

.
:
16.

........ .

17.
..........
.
21 .
18 .
6 .
18.

.
190

:
.
19.

.

:

.
20.

.

........ .
.
21.

.

:
.
22.

:
.
23.

.
191
24.

....... .

.
25.

:
.

.

.
192
Reading Exercise

: /
1.

2.

.
3.

.
4.

.
5.

.
6.

.
7.

.
8.

.
9.

.
10.

.
) )9
Unit # 9
193
(

.

( )(

:
-

194

(
)

)( .

.

.

.

.
195

!

.

!"
"

"

!"

.

.

.

.

.

.

.

:

! !

:

!
:

!
196
!

:

:
!

.
:

!

:

!

.

:

!

"":

.
.

.

:

""

.

!

197
:

!
:

!

.

:

!
!

!

!

:

!

.

!

.

.

.

:

198
.....

.

.

.

( .
)

.
:

!

!

!
:

"
" :

!
!

:

.

.

:

199
!

.

:

!

!
!

.

.

.

" "

:

!
.

" ". .....

.

.

.

:

! !

200
) ( .1992
12-7
:
:
/

.

.1

.2

.3

.4

.5

.6

.7

.8

.9

.10

.11
.12
201

.13

.14

.15
/
. .
.

.1
.

.2
.

.3
.

.4
.

.5
.

.6
.

.7

.8
.

.

.9
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.10
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.11
.

.12
.

.13
.

.14
202
.

.15
tin head
of much mischief
no body but him
doubled his punishment

break between
classes
consequences of recklessness
regarding him
What is the matter with you?
Fill his mouth with dirt!
Spit on his scabby ass!
Give it to him!
first to aggression
he can do without
son of a whore
Teach him the trade!
May Allah reward you and multiple your fotrune!

203
will never bother you with talking
would love to know it
follows him like a shadow
looks of surprise
orphanage
mentally retarded
be satisfied with her fate
visiting saints tombs
useless, of no avail
has accepted Allahs will
there and then
flooded with joy
life dance
street children
talk with looks and signs
looks with satisfied eyes
walked with a sway
go with boys to the garbage
dump
space, open area

204
saints tombs

May Allah protect him

!
evil eyes and devil sons
Grammar

1. The Passive Voice of the past tense verb is formed by replaysing the
internal vowels of the active with the vowel pattern
. This means putting
Dhama on the first radical and Kasra on the second radical, as in:
which becomes

1.1. As for the Sick Verbs,the passive of the Hollow Verb is on the pattern
, as in:
which becomes

1.2. The passive of the Defective Verb is on the pattern
, as in:
which becomes

1.3. The Doubled Verbs are on the pattern
, as in:
which becomes
2. Arabic Conditional Sentences are divided into real and impossible.

2.1. Real conditionals are fulfilled and introduced by or
. They are
followed by verbs that can be perfect or jussive, as in:
If you came you would have found me there.

If you come you will find me there.

2.2. Verbs following are commonly in the past, never in jussive, though a
negative protasis may be jussive. may mean if or when. Examples are:
205
If/when they say (something) they do it.

If he did not come, then he (must be) sick.

2.3. There is also another common type of conditionals which do not have a
parallel in English. It does not require a conditional particle and is consisted
of an imperative in the protasis followed by the jussive in the apodosis, as in:
Thank others, and you will be thanked.
3. Impossible conditionals are introduced by and the two verbs are in the
past tense. The apodosis is usually introduced by , as in:
If they were married theywould
have been the happiest couple.

Drill #1
Drill #2
1.

:
.
2.

.
:
.
206
3.

.
:
4.

:
.
5.

:
.
....... 6.
.
.
7.

......... .
8.

.
207

:

.

9.

10.

:
.
11.

:
.
12.

:
208
13.

:

.

.
.
14.

....... .
20 .
35 .
50 .
: 15.
.
16.

.
17.

:
.
18.

:
.
209
19.

:
.
20.

....... .

.

.
21.

:
.
22.

.
:
23.
......... .
:
210
24.

.......................... .

25.

:
.
Drill # 3

/
: .
. 1.
2.

.
3.
.
4.
.
. 5.
6.
.
. 7.
211
8.
.
9.
.
. 10.

/
: .
1.

" "
.
2.

.
3.

.
4.

.
5.

.
6.

.
7.

.
8.

.
9.

.
10.

.
Drill # 4
212
1.

...... .
.
2.
3.
:

.
4.
......... .
.
5.

.

:

6.

........ .
213
7.

:
8.

:

9.

.
:
.
10.

.
:
11.

.
:
.
214
12.

.

:
13.
.

:
.
14.

.

15.

:
.
16.
:
.
215
17.

....... .
/ 18.

:
19.

........ .
.
20.
. .......
.
21. .......
.
.
22.

:

23.

:
216
24.
....... .
.
25.

:

217
Reading Exercise

: /
1.
2.

.
3.

.
4.

.
5.

.
. 6.
7.

.
8.

.
9.

.
10.

.
218
) )10
Unit #10

:

.

:

219

:

!

:

:

!

.
:

.

!

.

:

!

.

:
.

!

220

.

!

.

:

.

:

!
.

:

:

221
.

.

.

.

.

:

(!
.

:

.

)
(

)

(.

222
( . )
)
(
)

.

(
.

(

)( )

.

.

.

.

.

:

.

.
.

!
:

.

.....

223
:

!

:

.:

.

.

) ( .

.

:

!
:

:

!

!

224

.

.

:

.

:

!

:

.

.

.

.

( .
)

!

.

....

:

!

.

225

.

.

:

!

:

:

.

:

!

:

:

!

226
.
1979 -206
) (
212
:
:
/

.

.1

.2

.3

.4

.5

.6

.7

.8

.9

.10

.11

.12
227

.13

.14

.15
/ .
.
.

.1
.

.2
.
.3
.

.4
.

.5
.

.6
.

.7
.

.8
.

.9
.

.10
.

.11
.

.12
.
.13
.

.14
.

.15
228
to kill boredom
spring breeze
Are you planning a voyage?

determined to go through the experience
the fake Sultan
foods and drinks
What a royal banquet!
....
it is time for us to .
never crossed my mind
an ugly crime
for the sake of lowness & meanness
I seek Allahs help first & last
for being ugly with bad manners
Do you have evidence?
Let Allah be my witness!
I sent my spies
be quiet for some sime

229
The executioner moved
Stop this ridiculous act!
Wake up off your craziness!
the fake Sultan
Forgive my stupidity!
Allah blessed me with life of ease
my criteria turned upside down
We poor have Allah only!
the usual
an imaginary kingdom
Hashish has consumed your brain!
Justice takes its course.
big crowd
Grammar

The Passive Voice for the present tense is on the pattern
, and thus
formed throughinternal vowel change with Dhamma on the prefix consonant
and FatHa on the middle radical, as in:
-------

1. In Hollow Verbs the middle radical is always . The pattern , as in:
-------

230
In Defective Verbs the takes over regardless of the original final long
vowel. Examples are:
-----
-----
-----
-----
-----
-----
2. Most of the Arabic Verbs are derived on one of the following patterns
which are considered as one stem with various prefexes and/or

suffixes in conformity with the inflection patterns. These patterns are:
1.

-----

2.
-----

3. -----

4.
-----

5.

-----

6. -----

7.
-----

8.
-----

9.
-----

10.

-----

Drill #1
231
Drill #2
1.

.

:

.
2.

.

:
.
3.

.
:

.

.

.
4.

. .

. .

. .
232
5.

.

:
.
6.

.

:
.
7.

.

:

.
8.

. .

. .

. .
9.

.
:
233
10.

. .

. .

. .
11.

:
.
12.

.
:
13.
:

.

.

.
234
14.

:
15.

.
:
16.
:

. .

. .

. .
17.

. .

. .

. .
18.

...... .
235
19.

:

.

20.

.

:

21.

...... .
.
22.

.
. .
23.
:
236
24.

:

25.

:

. .

. .

. .
Drill # 3

/
: .
.1 .
.2 .
.3 .
.4 .
.5 .
.6 .
237
.7 .
.8 .
.9 .
.10 .

/
: .
.

.1
.

.2
.

.3

.4

.5
.

.6
.

.7

.8
.

.

.9
.

.10
Drill # 4
238
1.

. .

. .

. .
2.

:

.

.

. .
3.

....... .
4.

:

.

.

239
5.

. .

. . .

. . .
6.

:

. .

. .

. .
7.

. .

. .

. .
8.

:
.
9.

........ .
.
240
10.

.

.
.

.
.

.11
:

.

.
.12
:

.

.13
:

.

.14
.

.
241
.

.
.

.
.

.15
:

.

.16
:

.17
:

.
:
.18
.

.
.

.
.

.
242
.

.19
:

.

.20
:

.
" ".

.21
:

.22

!

.23
:

.
243
".
"

.24
:

.

.25
:

.
244
Reading Exercise

: /
1.

2.

.
3.

.
4.

.
5.

.
6.

.
7.

.
8.

.
9.

.
10.

245

Al-Jaleys Part 3 Final

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AL-JALEYS

A Textbook for Learning Arabic Language &

To Harry Barnes, Jr. who believes that

Unit 1, The Train

Unit 2, Khadim's Grandmother

Unit 4, The Village Boy

Unit 6, A Handful of Dates

Unit 7, 'Ain al-Hayaat

Unit 10, Sultan Shahrayar (from 1001)

(1) include meaningful, natural language

Questions about the text

I was shocked at what she had said

smiles cover their faces

wave with their hands

will bring a lot of troubles

still live in my mind

we met by a sheer accident

scattered and became refugees all over Allahs land

My mother cooked the food.

The food was cooked.

An exception to that is the third person masculine plural.

the phrases in the Functional Expressions in good sentences.

1991 2003 15.

?Which of the nouns is unlike the other two

(2) & (1) .

(3) & (2) .

(3) & (1) .

Reading & Translation Exercise

Questions about the text

waste of time in politics

at the time of need

and very quickly

We have accepted misfortune.

Make up has corrupted young peoples taste!

the ultimate political hypocrisy

female teachers institute

very strong alcoholic beverage

a misfortune, not a blessing

Enjoy yourself, brother!

A forbidden issue that is anti-religion!

someone who does not deserve respect

no need for apology

that I should shut up

mens noise and womens yodeling

! Shut up, you impolite boys!

Therefore, a sentence like:

?Which of the following statements is incorrect .19

Reading & Translation Exercise

Questions about the text

!Use your brain

without hatred and sensitivity

disturb peace & security

Dont you feel guilty?

Where is justice and rights?

Her face sweats with anger.

. Stop this kind of talk now.

Let me live in peace!

You are wrong!

You came from every corner of the

What kind of logic is this?

We have no objection to that.

You kill us like flies!