Diccionario Egyptian Arabic

Egyptian Arabic Lesson 1
Introductions
EA1 Main Dialogue: Listen online
Vocabulary ‫اﳌﻔﺮدات‬
Greetings
‫اﻫﻼ وﺳﻬﻼ‬ hello, welcome ’ahlan wisahlan
‫اﻫﻼ ﺑﻴﻚ‬ hello, welcome to you (to m.) ’ahlan biik
‫اﻫﻼ ﺑﻴﮑﻲ‬ hello, welcome to you (to f.) ’ahlan biiki
‫اﻟﺴﻼم ﻋﻠﻴﮑﻢ‬ hello, goodbye issalaamu caleekum
‫وﻋﻠﻴﮑﻢ اﻟﺴﻼم‬ hello, goodbye (response) wicaleekum issalaam
‫اﺗﺸﺮﻓﻨﺎ‬ pleased to meet you; honored itšarrafna

Numbers Pronouns
‫واﺣﺪ‬ one waa˙id ‫ اﻧﺎ‬I ’ana
‫اﺗﻨﲔ‬ two itneen ‫اﻧﺖ‬

َ you (m) ’inta
‫ﺗﻼﺗﺔ‬ three talaata ِ

‫اﻧﺖ‬ you (f ) ’inti
‫أرﺑﻌﺔ‬ four ’arbaca ‫ ﻫﻮ‬he huwwa
‫ﺧﻤﺴﺔ‬ five xamsa ‫ ﻫﻲ‬she hiyya

Places Possessive pronouns
‫ﻣﺼﺮ‬ Egypt maßr ‫ اﺳﻤﻲ‬my name ismi
‫اﻟﻘﺎﻫﺮة‬ Cairo il-qaahira ‫اﺳﻤﻚ‬

َ your name (m) ismak
‫اﺳﮑﻨﺪرﻳﺔ‬ Alexandria iskandariyya ِ

‫اﺳﻤﻚ‬ your name (f ) ismik
‫ﻟﺒﻨﺎن‬ Lebanon lubnaan ‫ اﺳﻤﻪ‬his name ismu
‫اﻣﺮﻳﮑﺎ‬ America ’amriika ‫ اﺳﻤﻬﺎ‬her name ismáha

Other words
‫ ﻣﲔ؟‬who? miin (‫ ﮐﺘﺎب )اﻟﮑﺘﺎب‬book (the book) kitaab (il-kitaab)
‫ اﻳﻪ؟‬what? ’eeh (‫ ﺑﺎب )اﻟﺒﺎب‬door (the door) baab (il-baab)
‫ اﺳﻢ‬name ism ‫ ﺻﻔﺤﺔ‬page ßaf˙a
‫ﻟﻴﻪ؟‬ why? leeh (‫ ﻃﺎﻟﺐ )ﻃﺎﻟﺒﺔ‬student (m/f ) †aalib (†aaliba)
‫ﻣﻦ‬ from min (‫ أﺳﺘﺎذ )أﺳﺘﺎذة‬professor (m/f ) ’ustaaz (’ustaaza)
‫ﻣﻨﲔ؟‬ from where? mineen (‫ ﺣﻀﺮﺗَﻚ )ﺣﻀﺮ ِﺗﻚ‬your presence; ˙a∂ritak
‫و‬ and wi- you (formal-m/f ) (˙a∂ritik)
(‫ﻻ )ﻻء‬ no (variant) la (la’a) (‫ اﻓﺘﺢ )اﻓﺘﺤﻲ‬open! (m/f ) ifta˙ (ifta˙i)
‫أﻳﻮه‬ yes ’aywa (‫ اﻗﻔﻞ )اﻗﻔﻠﻲ‬close! (m/f ) i’fil (i’fili)
‫ﻣﺶ‬ not miš

Expression
‫ﻳﺎ‬ O (vocative) ya
‫ ﺑﺴﻢ اﻟﻠﻪ اﻟﺮﺣﻤﻦ اﻟﺮﺣﻴﻢ‬in the name of bism allaah
‫ﻋﺎرف ﻋﺎرﻓﺔ ﻋﺎرﻓﲔ‬ know m/f/pl c
aarif carfa carfiin God, the merciful, irra˙man
‫ﻣﺶ ﻋﺎرف‬ don’t know miš caarif the compassionate irra˙iim
Dialogue Assignment
1. Work with at least one other student. Practice meeting and greeting one another several times.
Drills
1. Practice counting from one to five aloud in Arabic (waa˙id, itneen, talaata, and so forth). Do it 5 times at least.
2. Translate the following dialogue and answer the questions.
A. .‫أﻫﻼ‬ ’ahlan.
B. .‫أﻫﻼ ﺑﻴﮑﻲ‬ ’ahlan biiki.
A. ‫ﻣﲔ ﻫﻮ؟‬ miin huwwa?
B. .‫ﻫﻮ ﺟﻮرج‬ huwwa George.
A. ‫ﻫﻮ ﻣﻨﲔ؟‬ huwwa mineen?
B. .‫ﻣﺶ ﻋﺎرف‬ miš caarif.
A. .‫اﻟﺴﻼم ﻋﻠﻴﮑﻢ‬ issalaamu caleekum.
B. .‫وﻋﻠﻴﮑﻢ اﻟﺴﻼم‬ wicaleekum issalaam.
Questions
1. Is speaker “A” male or female? How do you know?
2. What about speaker “B”? How do you know?
3. List all the ways you know to determine gender.
Fuß˙a section
1. Fuß˙a or caamiyya? (‫ اﻟﻔﺼﺤﻰ‬or ‫)اﻟﻌﺎﻣﻴﺔ‬
Standard Arabic (fuß˙a: ‫ )اﻟﻔﺼﺤﻰ‬and Colloquial Egyptian Arabic ( caamiyya: ‫ )اﻟﻌﺎﻣﻴﺔ‬share many words. Sometimes these
shared words are pronounced exactly the same in the two languages, and sometimes there are slight differences. e words
are usually written the same. ere are a certain number of words, however, that are either strongly marked as fuß˙a only or
as caamiyya only. It is not a huge problem because people will understand you if you use a fuß˙a only word when speaking
colloquial, and vice versa, but you should gradually come to feel which words are appropriate in which contexts. To help
you do this, we will provide a list of the vocabulary in each lesson that will indicate which of the words you have leaned are
purely colloquial. Here is the list for this lesson:
Fuß˙a: ‫اﻟﻔﺼﺤﻰ‬ aamiyya: ‫اﻟﻌﺎﻣﻴﺔ‬

c
‫ َﻣ ْﻦ‬man ‫ ﻣﲔ‬miin
‫ ِﻣ ْﻦ َأ ْﻳ َﻦ‬min ’ayna ‫ ﻣﻨﲔ‬mineen
‫ﺲ‬َ ‫ ﻟَ ْﻴ‬laysa ‫ ﻣﺶ‬miš
2. Fuß˙a listening online.

EA 1 Language Notes
e Language Notes in each lesson are designed to answer basic questions you might have about the language and the ma-
terial being presented. Please understand, however, that understanding the grammar is not the most important thing you
are trying to accomplish. Understanding the language itself is much more important. to do that, you need to spend most of
your time working with actual text, reading, speaking, and listening. e grammatical explanations, however, will be of use
as you learn how the language works.
1. Equational Sentences
Although Arabic has a “to be” verb, it is not usually used in the present tense. You might want to think of it as a “Me-Tarzan,
You-Jane” language. Arabists refer to such “verbless” sentences as E S since they establish some kind
of equivalence between the subject and the predicate. In such sentences, the subject generally comes first and is followed
immediately by the predicate. When translating such sentences into English, a form of the “to be” verb must be used,
depending on the subject: is, are, am. For example:
hiyya Ø Linda
She is Linda
John Ø †aalib
John is a student
’ana Ø kariim
I am Kariim
’inta wi-huwwa Ø min beruut

You and he are from Beirut
2. Agreement
English has a distinction between masculine and feminine in the third person (he/she) but not in the second person (you-
m/f ). Arabic, on the other hand, distinguishes masculine and feminine in both the second and third persons. is means
that you need to be careful to note the gender of the person you are addressing and use the pronoun that is appropriate: ’inta
for males and ’inti for females. In the few cases where you do not know the gender of the person you are addressing, use the
“default” masculine form. Nouns, adjectives, and verbs also show a masculine/feminine distinction and must agree with
whatever they refer to. In this lesson, for example, we have the form caarif ‘know’ for males and carfa for females: huwwa caarif
but hiyya carfa. Likewise, a male student is †aalib, while a female student is †aaliba. Note also the separate greetings when
speaking to males or females.
3.e Definite Article

Nouns are made definite by adding the definite article il- (the) on the front of the word. For example ’ustaaz = professor, while
il’ustaaz = the professor. More details about this process will be given later.
Are you a student?
Greetings and Politeness
‫ﺻﺒﺎح اﳋﻴﺮ‬ good morning ßabaa˙ ilxeer
‫ﺻﺒﺎح اﻟﻨﻮر‬ good morning (response) ßabaa˙ innuur
‫ﻣﺴﺎء اﳋﻴﺮ‬ good evening masaa’ ilxeer

‫ﻣﺴﺎء اﻟﻨﻮر‬ good evening (response) masaa’ innuur
‫ﻣﻊ اﻟﺴﻼﻣﺔ‬ good-bye maca ssalaama
‫اﻟﻠﻪ ﻳﺴﻠّﻤﻚ‬ good-bye (optional response) ’allaah yisallimak (-ik)
‫ازاي؟‬ how? ’izzaay
‫از ﱠﻳﻚ؟ از ﱢﻳﻚ؟‬ How are you? (to m/f ) ’izzayyak? ’izzayyik?
‫اﳊﻤﺪ ﻟﻠﻪ‬ Praise be to God. il˙amdu lillaah
Places and Place Nouns Numbers
‫ﺑﻴﺮوت‬ Beirut beruut ‫ﺳﺘﺔ‬ six sitta
‫ﺷﺎرع ﺷﻮارع‬ street (s/pl) šaari šawaari

c c
‫ﺳﺒﻌﺔ‬ seven sabca
‫ﻣﺪﻳﻨﺔ ﻣﺪن‬ city (s/pl) madiina mudun ‫ﲤﺎﻧﻴﺔ‬ eight tamanya
‫وﻻﻳﺔ وﻻﻳﺎت‬ state (s/pl) wilaaya wilayaat ‫ﺗﺴﻌﺔ‬ nine tisca
‫ﻋﺎﺻﻤﺔ ﻋﻮاﺻﻢ‬ capital (s/pl) aaßima cawaaßim

c
‫ﻋﺸﺮة‬ ten ašara
c
‫ﺑﻠﺪ ﺑﻼد‬ country (s/pl) balad bilaad
Other words Expression
‫زي‬
ّ like zayy ‫ زي اﻷﻃﺮش ﻓﻲ اﻟﺰ ّﻓﺔ‬like a deaf man at a wedding
(totally out of it, unaware of
‫ﻓﲔ؟‬ where? feen? zayy il’a†raš fi zzaffa
what is going on)
(‫ﺳﺎﮐﻦ )ﺳﺎﮐﻨﺔ‬ living (m/f ) saakin (sakna)
‫ﻓﻲ‬ in fi
(‫ﮐﻮﻳﺲ )ﮐﻮﻳﺴﺔ‬ good (m/f ) kuwayyis (kuwayyisa)
(‫ﺣﻠﻮ )ﺣﻠﻮة‬ nice, pretty (m/f ) ˙ilu (˙ilwa)
‫وﻻ‬ or walla
‫ﻗﻮي‬ very ’awi

Dialogue Assignment
1. Work with another student and perform the following dialogue in Arabic.
John: Hello.
Nadya: Hello.
John: I’m John. Who are you?
Nadya: I’m Nadya.
John: Pleased to meet you. How are you?
Nadya: Fine, Praise God.
John: Are you a student?
Nadya: No, I’m not a student. I’m a professor.
John: Are you from America?
Nadya: No, I’m from Egypt. Where are you from?
John: I’m from the state of Texas. Do you know George?
Nadya: No, I don’t know George. Do you know where Sally is from?
John: Yes. I know. Sally is from the city of New York.
Nadya: Goodbye.
John: Goodbye.
2. With a partner, create of short dialogue of your own, and practice performing it. BE CREATIVE!
Drills
1. Make the following sentences negative. Example: ’inta min pasadeena. —> ’inta miš min pasadeena.
Linda min beruut.
huwwa kuwayyis.
’ana min kaliforniya.
hiyya sakna fi boston.
2. Answer the following questions with ‘no’ and a full negative sentence followed by a positive sentence. For example: huwwa min
ohio? —> la’, huwwa miš min ohio, huwwa min indiana.
’inta min maßr?
Linda kuwayyisa?
George mineen? min koloraado?
Karim saakin feen? saakin fi iskandariyya?
madiinit salt leek fi ’arizoona?
madiinit beruut fi ‘amriika?
3. Practice counting from one to ten aloud in Arabic. Practice 5 times with a partner. For example:
You: waa˙id
Partner: itneen
You: talaata
etc.
Fuß˙a section
Fuß˙a: ‫اﻟﻔﺼﺤﻰ‬ c
aamiyya: ‫اﻟﻌﺎﻣﻴﺔ‬
‫ اﻟﻘﺎﻫﺮة‬al-qaahira ‫ﻣﺼﺮ‬ maßr
‫ َﮐ ْﻴ َﻒ اﳊﺎل‬kayfa l˙aal? ‫ازي اﳊﺎل‬
ّ izzayy il˙aal
‫ َﮐ ْﻴ َﻒ ﺣﺎ ُﻟﻚ؟‬kayfa ˙aaluka? ‫از ّﻳﻚ‬ izzayyak
‫ َﺣ َﺴﻦ‬/ ‫ َﺟ ﱢﻴﺪ‬jayyid / ˙asan ‫ﮐﻮﻳﺲ‬ kuwayyis
‫’ َأ ْﻳ َﻦ‬ayna ‫ﻓﲔ‬ feen
‫ َﻧ َﻌﻢ‬na am
c
‫أﻳﻮه‬ ’aywa
‫’ َأ ْو‬aw ‫وﻻ‬ walla
Note that the capital of Egypt, Cairo, is normally called maßr ‘Egypt’ in colloquial, following an ancient semitic tradition of
calling the capital the name of the country. e word for Cairo, al-qaahira, is normally restricted to Standard Arabic con-
texts. maßr is pronounced mißr in fuß˙a.
2. Fuß˙a listening online.

EA 2 Language Notes
1. More on Equational Sentences
Equational sentences have two parts: the subject and the predicate. e subject will be a noun, pronoun, or demonstrative. It
is what the sentence is talking about. e predicate can be another noun, an adjective, an adverb, or a prepositional phrase. If
it is an adjective, it will agree in gender with the subject. For example:
huwwa Ø min beruut. (prepositional phrase)

He is from Beirut.
hiyya Ø Jane. (noun)

She is Jane.
John Ø kuwayyis. (adjective/m)

John is good.
Linda Ø kuwayyisa. (adjective/f )

Linda is good.
2. Forming a Question with Equational Sentences

To make an equational sentence into a question, the easiest thing to do is to leave the sentence the same and simply add rising
intonation at the end of the sentence. In English we have the rising intonation, but we also often reverse the order of the verb
and the subject:
’inta kuwayyis.
You are good.
’inta kuwayyis?
(Are) you good?
3. Negation of Equational Sentences

Equational sentences are negated with the particle miš ‘not’. is is true whether the predicate is a noun, adjective, adverb, or
prepositional phrase:
huwwa miš min beruut.

He is not from Beirut.
’inti miš Jane.

You are not Jane.
’ana miš kuwayyis.

I am not well.
4. Two Nouns Together: the Possessive I∂aafa Construct
Arabic does not have a preposition that means ‘of.’ Instead, there is a construction in which two nouns are simply put together,
with the definite article left off the first one. is construction is called the I∂aafa Construction. e meaning is usually
‘Noun 1 of Noun 2.’ If the first noun is feminine (ends in -a), the -a must be pronounced -it. For example:
madiinit beruut
(the) city of Beirut
wilaayit koloraado
(the) state of Colorado
kitaab il’ustaaz
(the) book of the professor
What is this?
ings People
‫ﻗﻠﻢ ﺟﺎف‬ pen ‘alam gaaf ‫ﺻﺎﺣﺐ أﺻﺤﺎب‬ friend ßaa˙ib ’aß˙aab
‫ﻗﻠﻢ رﺻﺎص‬ pencil ’alam rußaaß ‫زﻣﻴﻞ زﻣﻼء‬ colleague zimiil zumalaa’
‫أﻗﻼم‬ pens, pencils ’a’laam ‫دﮐﺘﻮر دﮐﺎﺗﺮة‬ doctor, Dr. duktoor dakatra
‫ورﻗﺔ أوراق‬ (piece of ) paper wara’a ’awraa’ (‫ﺳ ّﻴﺪ )ﺳ ّﻴﺪة‬ Mr. (Mrs.) sayyid (sayyida)
‫ﮐﺮﺳﻲ ﮐﺮاﺳﻲ‬ chair kursi karaasi ‫آﻧﺴﺔ‬ Miss ’aanisa
‫ﺷﻨﻄﺔ ﺷﻨﻂ‬ briefcase, suitcase, šan†a šuna† ‫ﻣﺪام‬ Mrs., wife madaam
purse
Adjectives
‫ﺳ ّﺒﻮرة ﺳ ّﺒﻮرات‬ blackboard sabbuura sabbuuraat
‫ ﮐﺒﻴﺮ ﮐﺒﻴﺮة ﮐﺒﺎر‬big kibiir kibiira kubaar
‫ﺗﺮﺑﻴﺰة ﺗﺮﺑﻴﺰات‬ table tarabeeza tarabeezaat
‫ ﺻﻐ ّﻴﺮ ﺻﻐ ّﻴﺮة ﺻﻐ ّﻴﺮﻳﻦ‬small ßu¶ayyar -a ßu¶ayyariin
‫ﻣﮑﺘﺐ ﻣﮑﺎﺗﺐ‬ desk, office maktab makaatib
‫ﮐﺮاﺳﺎت‬ ّ ‫ﮐﺮاﺳﺔ‬ ّ notebook (thin) kurraasa kurraasaat Prepositions
(‫)ﮐﺮارﻳﺲ‬ (alternate plural) (karariis) (‫ﻋﻠﻰ )ع‬ on ala (ca)

c
‫ﮐﺸﮑﻮل ﮐﺸﺎﮐﻴﻞ‬ notebook (thick) kaškuul kašakiil ‫ﲢﺖ‬ under ta˙t
‫ﺷ ّﺒﺎك ﺷﺒﺎﺑﻴﻚ‬ window šubbaak šababiik ‫ﻗﺪام‬ in front of ’uddaam
‫ﺷﺮﻳﻂ ﺷﺮاﻳﻂ‬ tape šarii† šaraayi† ‫ورا‬ behind wara
‫ﮐﺘﺎب ﮐﺘﺐ‬ book kitaab kutub (‫ﺟﻨﺐ )ﺟﻤﺐ‬ beside gamb
‫ﺟﺎﻣﻌﺔ ﺟﺎﻣﻌﺎت‬ university gamca gamcaat

Expression
Other Words !‫اﻟﻠﻪ أﮐﺒﺮ‬ God is very great! (general context:
Wow! or Let’s Go!) (Islamic context:
‫ أﻳﻪ‬what ’eeh ’allaahu ’akbar
expression of solidarity with the
(‫ دا )دي( )دول‬- ‫ ده‬this (m/f/pl) da (di) (dool) Islamic community)
‫ ﻓﻴﻪ‬there is, there are fiih
‫ﻣﺎﻓﻴﺶ‬ this is/are not mafiiš
‫ﮐﻤﺎن‬ also kamaan
(‫)اﮐﺘﺒﻲ‬
ِ ‫اﮐﺘﺐ‬ write! (to m/f ) iktib (iktibi)
(‫اﻗﺮا )اﻗﺮي‬ read! (to m/f ) i’ra (i’ri)

ّ
(‫)اﺗﻔﻀﻠﻲ‬ ّ
‫اﺗﻔﻀﻞ‬ come in!/here you itfa∂∂al (itfa∂∂ali)
go!/have a seat!/etc.
Dialogue Assignment
Write a dialogue between two people including at least the following features:
Greetings
Asking about how each other are
Introductions and appropriate responses
Asking what several things are (the person responding can sometimes say he doesn’t know)
Asking whose book/bag this is
Asking who another person is or the name of another person
Asking where the person is from and where the person lives
Goodbyes
Drills
1. Make the following nouns definite by adding the article. Remember to assimilate before sun letters. Example: baab = il-baab, but
†aalib = i†-†aalib.
kitaab maktab
sabbuura ’ustaaz
tarabeeza šan†a
2. Translate the following possessives into Arabic I∂aafas. Remember that the I∂aafa is an “of ” construction, so watch Arabic noun
order carefully. Remember also that the first term of the I∂aafa does not have an article. Be careful to change feminine -a to -it
where necessary. Remember how to form the I∂aafa with proper names. Example: Mahmoud’s colleague = zamiil ma˙muud.
George’s professor the capital of Egypt
Linda’s chair Joe’s blackboard
John’s table Sarah’s friend
Suzanne’s briefcase Jim’s book
the chair of the desk the window of the door
the professor’s friend the colleague (f ) of the student
the table of the office the University of Arizona
3. Translate the following sentences into Arabic.

Is this a table? No this is a desk.
Is there a notebook in the briefcase? No, there is not a notebook in the briefcase.
Is there a tape on the table? Yes, there is a tape on the table.
Where is the student’s girlfriend living?
e door of the university is beside the street.
Paris is the capital of France.
4. Translate the following sentences into English.

.‫اﻟﻮرﻗﺔ ﺟﻨﺐ اﻟﮑﺮﺳﻲ‬
.‫اﻟﮑﺘﺎب ﲢﺖ اﻟﺴﺒﻮرة‬
‫اﻟﺸﺎرع ورا وﻻ ﻗﺪام اﳉﺎﻣﻌﺔ؟‬
.‫ﺷﻨﻄﺔ اﻷﺳﺘﺎذ ﻓﻲ اﳌﮑﺘﺐ‬
.‫ﻣﮑﺘﺐ اﻟﺪﮐﺘﻮر ﮐﺒﻴﺮ‬
.‫ﺟﺎﻣﻌﺔ ﮐﺎﻟﻴﻔﻮرﻧﻴﺎ ﻓﻲ ﻣﺪﻳﻨﺔ ﺑﻴﺮﮐﻠﻲ‬
Fuß˙a section
‫اﻟﻔﺼﺤﻰ‬ ‫اﻟﻌﺎﻣﻴﺔ‬
‫ ﻣﺎذا‬maaða ‫أﻳﻪ‬ ’eeh
‫ ﻫﺬا ﻫﺬه‬haaða/haaðihi ‫ده دي‬ da di
‫˙ َﺣﻘﻴﺒﺔ‬aqiiba ‫ﺷﻨﻄﺔ‬ šan†a
‫ ﻟَ ْﻮح‬law˙ ‫ﺳﺒﻮرة‬ sabbuura
‫† ﻃﺎوِ ﻟﺔ‬aawila ‫ﺗﺮﺑﻴﺰة‬ tarabeeza
‫ﺻﺪﻳﻖ‬ َ ßadiiq ‫ﺻﺎﺣﺐ‬ ßaa˙ib
َ‫ُﻫﻨﺎك‬ hunaaka ‫ﻓﻴﻪ‬ fiih

َ ‫َﻫ ْﻞ ُﻫ‬
‫ﻨﺎك؟‬ hal hunaaka? ‫ﻓﻴﻪ؟‬ fiih?
َ ‫ﺲ ُﻫ‬
‫ﻨﺎك‬ َ ‫ﻟَ ْﻴ‬ laysa hunaaka ‫ﻣﺎﻓﻴﺶ‬ mafiiš
‫َأ ْﻳﻀ ًﺎ‬ ’ay∂an ‫ﮐﻤﺎن‬ kamaan
Note that the word fiih can mean ‘there is’ or ‘is there?’
2. ‫ اﻟﻔﺼﺤﻰ‬listening online.
EA 3 Language Notes
1. Preposition Variation
Some prepositions, like cala and min, take variant forms when used before the definite article. cala often becomes ca, and min
sometimes becomes mi. For example:
il’alam c
ala tarabeeza.
e pen is on a table.
il’alam ac
ttarabeeza
e pen is on the table.
ilkursi mi lgamca
e chair is from the university
2. ere is/there are

ere is/there are sentences in Egyptian Arabic are formed with the word fiih. ey are negated with mafiiš. ese words
are not really verbs, but the have a kind of verbal force, as in clear from the type of negation. Examples of the use of these
forms:
‫ﻓﻴﻪ ﮐﺘﺎب ع اﻟﺘﺮﺑﻴﺰة؟‬ fiih kitaab ca ttarabeeza? Is there a book on the table?
.‫ ﻣﺎﻓﻴﺶ ﮐﺘﺎب ع اﻟﺘﺮﺑﻴﺰة‬،‫ﻻء‬ la’, mafiiš kitaab a ttarabeeza.

c
No, there is not a book on the table.
‫ﻓﻴﻪ ﻗﻠﻢ ﻓﻲ اﻟﺸﻨﻄﺔ؟‬ fiih ’alam fi ššan†a? Is there a pen in the bag?
.‫ ﻓﻴﻪ‬،‫أﻳﻮه‬ ’aywa, fiih. Yes, there is.
3. Agreement of Demonstratives
Demonstratives (this, that) must agree with the nouns they refer to, masculine or feminine. For example:
da kitaab.
is (m) is a book.
di wara’a.
is (f ) is a piece of paper.
In asking the question “What is this?,” if the person doing the asking already knows the answer, then s/he should ask with
the demonstrative form in the proper gender. If the person does not know the answer, then s/he should use the “default”
masculine form: ’eeh da?
4. Indefinite Nouns
ere is no indefinite article (“a” or “an”) in Arabic. is means that a bare noun like kitaab means both ‘book’ and ‘a book’ in
English.
5. Definite Nouns
As you learned in the first lesson, to make a noun definite (to change “book” or “a book” to “the book”) in writing, the letters
alif-lam are added to the front of the word (compare kitaab ‫ ﮐﺘﺎب‬and il-kitaab ‫)اﻟﮑﺘﺎب‬. Pronunciation of this article varies,
however. Before letters called moon letters, like baa’, the /l/ is pronounced /l/, but before sun letters, like siin, the /l/
assimilates to the letter, so instead of getting /ls/, you get /ss/. e sun and moon letters are as follows (and should be
memorized):
Moon Letters
‫ء‬ ‫ب‬ ‫ج‬ ‫ح‬ ‫خ‬ ‫ع‬ ‫غ‬ ‫ف‬ ‫ق‬ ‫ك‬ ‫م‬ ‫ه‬ ‫و‬ ‫ي‬
’ b g ˙ x c
¶ f q k m h w y
Sun Letters
‫ت‬ ‫ث‬ ‫د‬ ‫ذ‬ ‫ر‬ ‫ز‬ ‫س‬ ‫ش‬ ‫ص‬ ‫ض‬ ‫ط‬ ‫ظ‬ ‫ل‬ ‫ن‬
t (th) d (dh) r z s š ß ∂ † Ω l n
Note that the letters kaaf ‫ ك‬and giim ‫ ج‬can be either sun or moon letters in Egyptian colloquial. Remember that in
handwriting, all you have to do is add alif-lam to the front of the word. It is only in pronunciation that you need to remember
the sun and moon letters; this will come with practice.
If the word with the article comes at the first of a sentence, it is pronounced ’il (or ’is, etc., see above) but if it comes in the
middle of a sentence, the /i/ is often left out, particularly if the word before it ends with a vowel. For example: ’ilkitaab at
the first of a sentence, but with the preposition fi before it, it becomes: fi lkitaab; similarly, ’ittarabeeza, when preceded by the
preposition ca, becomes ca ttarabeeza. For now, you should start noticing when words have the article and when they don’t.
6. Possession (e “I∂aafa” or Construct State)

In English we show possession either with ’s, as in “Bob’s book,” or with the preposition ‘of,’ as in “the door of the office.” In
Arabic, possession is shown by a construction know as the I∂aafa, or Construct State. To form an I∂aafa, you simply put two
nouns together, one after the other. e first noun (called the first term of the I∂aafa) can never have the definite article, but
the second term is free to take an article or not. For example:
‫ ﻣﮑﺘﺐ اﳉﺎﻣﻌﺔ‬maktab ilgamca the office of the university, the university’s office
‫’ ﻗﻠﻢ اﻟﻄﺎﻟﺐ‬alam i††aalib. the pen of the student, the student’s pen
‫ ﮐﺘﺎب ﻃﺎﻟﺒﺔ‬kitaab †aaliba a book of a student, a student’s book
As you can see from the examples, if the second term is definite, the whole I∂aafa is considered to be definite (the pen of the
student), while if the second term is indefinite, the whole I∂aafa is considered to be indefinite (a pen of a student). ere is
no way to ‘mix and match’ with this construction. In other words you can’t say ‘a pen of the student,’ or ‘the pen of a student.’
With the I∂aafa either the whole thing is all definite or all indefinite.
Remember that a noun does not necessarily have to have the definite article to be definite. Proper nouns, for example, are
definite by definition without the definite article. So an I∂aafa with a proper noun as the second term would be definite
throughout, even though no article appears anywhere in the I∂aafa. For example:
‫ﺻﺎﺣﺐ ﺟﻮرج‬ ßaa˙ib George the friend of George, George’s friend
‫ ﮐﺮﺳﻲ ﻣﺤﻤﻮد‬kursi ma˙muud the chair of Mahmoud, Mahmoud’s chair
To summarize, the most important thing to remember about an I∂aafa, and the way you will be able to recognize one, is that
there are two or more nouns in a row, and only the last one can have an article. e first one(s) can never have an article.
It is common to use the I∂aafa construction in questions about ownership. For example:
‫ ﮐﺘﺎب ﻣﲔ ده؟‬kitaab miin da? e book of whom is this? Whose book is this?
‫ ده ﻗﻠﻢ ﻣﲔ؟‬da ’alam miin? is is the pen of whom? Whose pen is this?
In this case, the second term of the I∂aafa is the question word miin.
7. Feminine Nouns as First Terms of the I∂aafa Construction

If the first noun of an I∂aafa construct is a feminine noun ending in -a, you must change the -a to -it. However, remember
that this change is only made in actual speech, not in writing. For example, the word šan†a ‘briefcase’ is pronounced šan†it in
the I∂aafa construction: šan†it linda ‘the briefcase of Linda’ or ‘Linda’s briefcase’. Sometimes, as in the third sentence in the
following box, the ‘i’ of the -it drops, since short i’s often drop in Egyptian Arabic. Other examples of -a changing to -it:
‫ ورﻗﺔ ﻣﺤﻤﻮد‬wara’it ma˙muud the paper of Mahmoud, Mahmoud’s paper
‫’ أﺳﺘﺎذة ﮐﺮﱘ‬ustaazit kariim the professor (f ) of Karim, Karim’s professor
‫ ﺳﺒﻮرة اﳉﺎﻣﻌﺔ‬sabburt ilgamca (from sabbuurit ilgamca) the black board of the university
‫ وﻻﻳﺔ ﮐﺎﻟﻴﻔﻮرﻧﻴﺎ‬wilaayit kalifornya the state of California
‫ ﻋﺎﺻﻤﺔ ﻟﺒﻨﺎن‬caaßimit lubnnan the capital of Lebanon
Note that it is only when the feminine noun is the first term that it is changed in spoken Arabic. A feminine noun that is the
second term of an I∂aafa keeps its -a, as in kursi ttarabeeza ‘the chair of the table.’
8. Plurals of Arabic nouns and adjectives

Plurals of Arabic nouns and adjectives are not predictable and therefore must be learned separately. It is a good idea to learn
them while learning the singulars. ey will be listed in the vocabulary lists from now on. e following plurals were not
introduced with their singular counterparts in lessons 1-2 and should now be learned:
Singular Plural Plural Singular
‫ﮐﺘﺎب‬ ‫ﮐﺘﺐ‬ kutub kitaab
‫ﺑﺎب‬ ‫أﺑﻮاب‬ ’abwaab baab
‫ﺻﻔﺤﺔ‬ ‫ﺻﻔﺤﺎت‬ ßafa˙aat ßaf˙a
‫أﺳﺘﺎذ‬ ‫أﺳﺎﺗﺬة‬ ’asadza ’ustaaz
‫ﻋﺎرف‬ ‫ﻋﺎرﻓﲔ‬ c
arfiin aarif
c
‫ﺳﺎﮐﻦ‬ ‫ﺳﺎﮐﻨﲔ‬ sakniin saakin
‫ﮐﻮﻳﺲ‬ ‫ﮐﻮﻳﺴﲔ‬ kuwayyisiin kuwayyis

What time is it?
Time Words Other Words
‫اﻟﺴﺎﻋﺔ‬ the time, the hour issaaca ‫اﻣﺘﺤﺎن اﻣﺘﺤﺎﻧﺎت‬ test imti˙aan imti˙aanaat
‫ﺳﺎﻋﺔ ﺳﺎﻋﺎت‬ watch, clock; hour saa a saa aat
c c
‫ ﻓﻄﺎر‬/ ‫ﻓﻄﻮر‬ breakfast fu†uur / fi†aar
‫إﻻ‬ minus ’illa ‫ﻏﺪا‬ lunch ¶ada
‫ﮐﺎم‬ how much/many kaam ‫ﻋﺸﺎ‬ dinner c

aša
‫دﻟﻮﻗﺘﻲ‬ now dilwa’ti ‫درس دروس‬ lesson, class dars duruus
(‫ﺑﺎﻟﻈﺒﻂ )ﺑﺎﻟﻀﺒﻂ‬ exactly biΩΩab† ‫ﻓﺼﻞ ﻓﺼﻮل‬ classroom faßl fußuul
‫ﻧﺺ‬ half nußß ‫ﻟﻐﺔ ﻟﻐﺎت‬ language lu¶a lu¶aat
‫رﺑﻊ‬ quarter rub c
‫ﻋﺮﺑﻲ ﻋﺮب‬ Arabic, Arab (Arabs) c
arabi carab
‫ﺗﻠﺖ‬ third tilt (‫ﺑﻌﻴﺪ )ﻋﻦ‬ far biciid (can)
‫ﻣﻦ ﻓﻀﻠﻚ‬ please min fa∂lak (‫ﻗﺮ ّﻳﺐ )ﻣﻦ‬ near ’urayyib (min)
‫ﺷﮑﺮ ًا‬ thank you šukran ‫ﺑﺲ‬
ّ but bass
‫ﻣﺘﺸ ّﮑﺮ‬ thank you mitšakkir ‫دﻣﺸﻖ‬ Damascus dimašq
‫ ﻋﻔﻮ ًا‬you’re welcome c
afwan ‫ﺳﻮرﻳﺎ‬ Syria suuriya
‫ﻧﻌﻢ‬ yes (more elegant) nacam
Numbers
‫ﺣﺪاﺷﺮ‬ eleven ˙idaašar Expression
‫اﺗﻨﺎﺷﺮ‬ twelve itnaašar .‫ﺳﺎﻋﺔ ﻟﻘﻠﺒﻚ وﺳﺎﻋﺔ ﻟﺮﺑﻚ‬ An hour for your heart and an
hour for your Lord. (ere’s a
‫ﺗﻼﺗﺎﺷﺮ‬ thirteen talataašar saaca li’albak wisaaca lirabbak time for having fun, and a time
‫أرﺑﻌﺘﺎﺷﺮ‬ fourteen ’arbactaašar for religious duties.)
‫ﺧﻤﺴﺘﺎﺷﺮ‬ fifteen xamastaašar
Dialogue Assignment
Respond to the following prompts in Arabic. Take turns working with another student.
Hi!
What time is it now, please?
What time is your Arabic class?
What time do you eat lunch?
What time do you go home from school?
What time do you go to bed?
ank you.
Goodbye!
Drills
1. Find a partner, and practice putting pronouns on the end of the following nouns. Mix and match from the list below. Pay attention
to whether the nouns end in one consonant, two consonants, or a vowel, and adjust the pronouns accordingly. Do this out loud with
another student. You are responsible for making sure the other student understands.
Pronouns to Use Nouns (and other words) to Use
‫ﻫﻮ‬ ‫اﻧﺖ‬ ‫ﮐﺮﺳﻲ‬ ‫ﻋﺮﺑﻴﺔ‬

‫ﻫﻲ‬ ِ
‫اﻧﺖ‬ ‫اﺳﻢ‬ ‫ﻋﻨﺪ‬
‫اﻧﺎ‬ ‫ﮐﺘﺎب‬ ‫ﻓﻲ‬
‫ﺷﻨﻄﺔ‬
2. Translate into English.
.‫أﻳﻪ ده؟ ده ﻣﮑﺘﺐ ﮐﺮﱘ‬

.‫اﻟﺒﻠﺪ دي ﮐﺒﻴﺮة‬
.‫ده أﺳﺘﺎذ ﻣﻦ ﻟﻴﺒﻴﺎ‬
‫اﻟﺘﺮﺑﻴﺰة دي ﻣﺶ ﻣﻦ ﻟﺒﻨﺎن‬
3. Translate into Arabic.
Where is the test? e test is in the university.
When is the test? It is at 3:25.
Mahmoud’s friend is a professor.
e doctor is in his office now.
Where is my notebook? It is under the desk.
Is this your briefcase?
What is her name?
Where is his clock?
Her classroom is near my office.
4. Translate the following sentences into Arabic. Refer to the “Language notes” section of this lesson for help.
His book is on the table.
Where is my notebook? It is under the desk.
Is this your briefcase?
What is her name?
Where is his clock?
Her classroom is near my office.
Hey Amiira, is your professor from Egypt?
5. Translate the following into Arabic. Remember the rules for distinguishing sentences from phrases. Be careful with agreement.
this book
is is a pen.
is is a watch from Egypt.
is desk is from Syria.
this notebook
this university
is is my colleague from Alexandria.
is student lives in Damascus, but he is from Sudan.
6. Read the following monologue, and then deliver it about Karim (using the third person instead of the first), and then about
Karima, making all necessary changes. Do this out loud with another student. You are responsible for making sure the other
student understands.
‫ أﻧﺎ‬.‫ أﻧﺎ ﻓﻲ اﻟﺪرس اﻟﻌﺮﺑﻲ وﻓﻴﻪ اﻣﺘﺤﺎن ﻣﻬﻢ* اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ‬.‫اﺳﻤﻲ ﮐﺮﱘ وأﻧﺎ ﺳﺎﮐﻦ ﻓﻲ ﻣﺪﻳﻨﺔ ﻟﻮس أﳒﻠﺲ ﻓﻲ ﮐﺎﻟﻴﻔﻮرﻧﻴﺎ‬
.‫دﻟﻮﻗﺘﻲ ﻓﻲ ﻓﺼﻞ ﻗﺮ ّﻳﺐ ﻣﻦ اﻟﮑﺎﻓﺘﻴﺮﻳﺎ‬
*important
‫اﻟﻔﺼﺤﻰ‬
1. ‫ اﻟﻔﺼﺤﻰ‬or ‫اﻟﻌﺎﻣﻴﺔ‬
‫اﺛﻨﺎن‬ iΘnaan ‫اﺗﻨﲔ‬ itneen
‫ﺛﻼﺛﺔ‬ ΘalaaΘa ‫ﺗﻼﺗﺔ‬ talaata
‫ﺛﻤﺎﻧﻴﺔ‬ Θamaaniya ‫ﲤﺎﻧﻴﺔ‬ tamanya
‫أﺣﺪ ﻋﺸﺮ‬ ’a˙ada ašara

c
‫ﺣﺪاﺷﺮ‬ ˙idaašar
‫اﺛﻨﺎ ﻋﺸﺮ‬ iΘnaa cašara ‫اﺗﻨﺎﺷﺮ‬ itnaašar
‫َﮐ ْﻢ‬ kam ‫ﮐﺎم‬ kaam
‫ اﻵن‬al’aana ‫دﻟﻮﻗﺘﻲ‬ dilwa’ti
‫ﺑﺎﻟﻀ ْﺒﻂ‬
َ bi∂∂ab† ‫ﺑﺎﻟﻈﺒﻂ‬ biΩΩab†
‫ﺼﻒ‬ ْ ‫ ِﻧ‬nißf ‫ﻧﺺ‬ nußß
‫ﺻ ّﻒ‬َ ßaff ‫ﻓﺼﻞ‬ faßl
‫ ُﺛﻠْﺚ‬ΘulΘ ‫ﺗﻠﺖ‬ tilt
‫ ِﻟﮑﻦ‬laakin ‫ﺑﺲ‬ bass
Note particularly that the letter ‘th’ (Θ) in Standard Arabic become ‘t’ in colloquial.
2. ‫ اﻟﻔﺼﺤﻰ‬listening online.
EA 4 Language Notes
1. Suffix Pronouns
e pronouns you have previously learned, like ’ana, ’inta, huwwa and hiyya, are called I P or S
P because they always stand alone (i.e. are not attached to another word) and they function as the subjects of
sentences. Possessive pronouns, meaning ‘my,’ ‘your,’ ‘his,’ ‘her,’ etc. are S P, meaning that they never stand
alone, but rather are always attached to the noun they go with. e basic forms of these pronouns, attached to the word
kitaab ‘book’ are:
Independent Pronoun Suffix Pronoun Attached to ‫ﮐﺘﺎب‬ Meaning
‫ ﻫﻮ‬huwwa ‫ـﻪ‬ -u ‫ﮐﺘﺎﺑﻪ‬ kitaabu his book
‫ ﻫﻲ‬hiyya ‫ـﻬﺎ‬ -ha ‫ﮐﺘﺎﺑﻬﺎ‬ kitabha her book
‫ اﻧﺖ‬inta ‫ــَـﻚ‬ -ak ‫ﮐﺘﺎ َﺑﻚ‬ kitaabak your book
‫اﻧﺖ‬
ِ inti ‫ـ ِــﻚ‬ -ik ‫ﮐﺘﺎ ِﺑﻚ‬ kitaabik your (f ) book
‫ اﻧﺎ‬ana ‫ـﻲ‬ -i ‫ﮐﺘﺎﺑﻲ‬ kitaabi my book
e word ’izzayyak (how are you?) works the same way. It is simply the word izzaay (how) plus the pronoun ending for you
-ak or -ik (masculine or feminine).
When the noun to which these pronouns are attached ends in two consonants, as with the noun ism ‘name,’ a helping vowel
(‘a’) must be added before the pronoun ending -ha ‘her’ so that there will not be three consonants in a row. us, instead of
the impossible ismha, we find the form: ismaha ‘her name’
When the noun to which the pronoun is attached ends in a vowel, as with the noun kursi, that vowel always lengthens (in
this case to kursii-). Since all of the pronoun endings except -ha ‘her’ begin with a vowel, and since Arabic does not allow two
vowels in a row, they take special forms when attached to a word ending in a vowel. ese are summarized below.
After One Consonant After Vowel With ‫ﮐﺮﺳﻲ‬

-u -h (silent) ‫ﮐﺮﺳﻴﻪ‬ kursiih
-ha -ha ‫ﮐﺮﺳﻴﻬﺎ‬ kursiihaa
-ak -k ‫ﮐﺮﺳﻴﻚ‬ kursiik
-ik -ki ‫ﮐﺮﺳﻴﻚ‬
ِ kursiiki
-i -ya ‫ﮐﺮﺳﻲ‬
ّ kursiyya
Note that the Arabic script doesn’t change; these pronouns are always written the same way in script. It is the pronunciation
that changes.
2. Feminine Nouns with Pronoun Suffixes

e -a ending of a feminine noun changes to -it when a suffix pronoun is added: šan†a with -u becomes šan†itu ‘his bag.’ In
script the taa’ marbuu†a changes to a regular taa’. e reason there is a taa’ marbuu†a in Arabic is to account for this alternation
between -a and -it in feminine nouns. e taa’ marbuu†a is a cross between an h (here a silent h) and a t. As with the I∂aafa,
the i sometimes drops leaving just the t. Generally in Egyptian Arabic, if you can drop an unaccented short i without creating
a sequence of three consonants, then you do. Some examples of feminine nouns with pronoun endings:
‫ ﺳﺒﻮرﺗﻲ‬sabburti my blackboard
‫ ﺟﻤﻠﺘﻬﺎ‬gumlitha her sentence
‫ ﺳﺎﻋﺘﻪ‬sactu his watch
3. Telling Time
You ask the time with the phrase: ‫اﻟﺴﺎﻋﺔ ﮐﺎم؟‬.
‫ اﻟﺴﺎﻋﺔ ﮐﺎم ﻣﻦ ﻓﻀﻠﻚ؟‬What time is it please?

‫ اﻟﺴﺎﻋﺔ ﮐﺎم دﻟﻮﻗﺘﻲ؟‬What time is it now?
e hour is expressed using the word issaa<a followed by a number, 1-12. e numbers are invariable in this context except
for ‘one’ which must be feminine: issaa<a wa˙da ‘one o’clock.’ Divisions of an hour are normally given in five minute increments.
Times before the hour use ’illa ‘minus,’ and times after the hour use wi ‘and’.
For 5 and 10 minutes before and after an hour, the actual numbers are used:
‫اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ إﻻ ﻋﺸﺮة‬ 2:50
‫اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ إﻻ ﺧﻤﺴﺔ‬ 2:55
‫اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ وﺧﻤﺴﺔ‬ 3:05
‫اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ وﻋﺸﺮة‬ 3:10
For 15, 20 and 30 minutes before and after the hour, the words for ‘quarter’, ‘third’ and ‘half ’ are used instead:
‫ اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ إﻻ ﺗﻠﺖ‬2:40

‫ اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ إﻻ رﺑﻊ‬2:45
‫ اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ ورﺑﻊ‬3:15
‫ اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ وﺗﻠﺖ‬3:20
‫ اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ وﻧﺺ‬3:30
Interestingly, instead of expressing 25 minutes before and after an hour, Egyptian colloquial uses the half hour as a vantage
point and expresses five minutes before and after it:
‫ اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ وﻧﺺ إﻻ ﺧﻤﺴﺔ‬3:25

‫ اﻟﺴﺎﻋﺔ ﺗﻼﺗﺔ وﻧﺺ وﺧﻤﺴﺔ‬3:35
4. Demonstrative Phrases
As in English, an Arabic demonstrative (‫ ده‬or ‫ )دي‬can act either as an independent pronoun (‫‘ ده ﮐﺘﺎب‬this is a book’) or as an
adjective with a noun (‫‘ اﻟﮑﺘﺎب ده‬this book’). Notice that when it is used as an adjective, i.e. when it is used in a 
, it always follows the noun, and the noun itself must be definite. Of course, the demonstrative must also agree with
the noun in gender. Examples:
‫ اﻟﺸﻨﻄﺔ دي‬this briefcase
‫ اﳌﮑﺘﺐ ده‬this office
‫ اﻟﺴﺎﻋﺔ دي‬this watch
‫ اﻟﮑﺘﺎب ده‬this book
Please notice that when you see a demonstrative before a noun, as in:
.‫ دي ﺷﻨﻄﺔ‬is is a briefcase.
it is very tempting to think that it might mean ‘this briefcase,’ since that would be a literal translation of the individual words
involved. However, this can only be an equational sentence meaning ‘is is a briefcase.’
5. Indefinite Accusative Adverbs

Standard Arabic often forms adverbs from nouns by putting them in the indefinite accusative. is means they must end
with the alif to mark tanwiin or nunation (it is not necessary to understand these terms at this point). You will thus encounter
several words that end in an alif but which are pronounced with /-an/, as in:
‫أﻫﻼ‬ ً ‫’ أﻫ‬ahlan
‫ﻼ‬
‫ﺷﮑﺮا‬ ‫ ﺷﮑﺮ ًا‬šukran

‫ﻋﻔﻮا‬ ‫ ﻋﻔﻮ ًا‬cafwan
I have a big red car!
ings ‘to have’ Forms
‫ﺣﺎﺟﺔ ﺣﺎﺟﺎت‬ thing ˙aaga ˙agaat ‫ﻋﻨﺪ‬ at the place of, chez and
c
‫أي ﺣﺎﺟﺔ‬ anyhing ’ayyi ˙aaga ‫ﻋﻨﺪه‬ he has andu

c
‫ﻋﺮﺑﻴﺔ ﻋﺮﺑﻴﺎت‬ car arabiyya carabiyyaat

c
‫ﻋﻨﺪﻫﺎ‬ she has andaha
c
‫ﻋﺠﻠﺔ ﻋﺠﻼت‬ bicycle ajala cajalaat

c
‫ﻋﻨ َﺪك‬ you have andak
c
‫ﻗﻤﻴﺺ ﻗﻤﺼﺎن‬ shirt ’amiiß ’umßaan ِ

‫ﻋﻨﺪك‬ you (f ) have andik
c
‫ﺑﻨﻄﻠﻮن ﺑﻨﻄﻠﻮﻧﺎت‬ pants ban†aloon ban†alonaat ‫ﻋﻨﺪي‬ I have andi

c
‫ﺑﻠﻮزة ﺑﻠﻮزات‬ blouse biluuza biluzaat ‫ﻣﺎﻋﻨﺪوش‬ he doesn’t have macanduuš
‫ﺷﻐﻞ‬ work šu¶l ‫ﻣﺎﻋﻨﺪﻫﺎش‬ she doesn’t have macandahaaš
‫اﺟﺘﻤﺎع اﺟﺘﻤﺎﻋﺎت‬ meeting igtimaac igtimacaat ‫ﻣﺎﻋﻨﺪﮐﺶ‬ you don’t have macandakš
‫ﺣﻔﻠﺔ ﺣﻔﻼت‬ party ˙afla ˙afalaat ‫ﻣﺎﻋﻨﺪﮐﻴﺶ‬ you (f ) don’t have macandikiiš
‫ﻣﻴﻌﺎد ﻣﻮاﻋﻴﺪ‬ appointment micaad mawaciid ‫ﻣﺎﻋﻨﺪﻳﺶ‬ I don’t have macandiiš
‫ﻣﮑﺘﺒﺔ ﻣﮑﺘﺒﺎت‬ library, bookstore maktaba maktabaat ‫ﮐﺎن ﻋﻨﺪه‬ he had kaan candu
‫ﺑﻴﺖ ﺑﻴﻮت‬ house beet buyuut ‫ﮐﺎن ﻋﻨﺪي‬ I had kaan candi
‫وﻗﺖ أوﻗﺎت‬ time wa’t ’aw’aat ‫ﻣﺎﮐﺎﻧﺶ ﻋﻨﺪه‬ he didn’t have makanš candu
‫ﻣﺸﮑﻠﺔ ﻣﺸﺎﮐﻞ‬ problem muškila mašaakil ‫ﻣﺎﮐﺎﻧﺶ ﻋﻨﺪي‬ I didn’t have makanš candi
‫ﺳﺆال أﺳﺌﻠﺔ‬ question su’aal ’as’ila

Numbers Adjectives
‫ﺳﺘﺎﺷﺮ‬ sixteen sittaašar ‫ﺟﺪﻳﺪ ﺟﺪاد‬ new gidiid gudaad
‫ﺳﺒﻌﺘﺎﺷﺮ‬ seventeen saba taašar

c
‫ﻗﺪﱘ ﻗﺪام‬ old ’adiim ’udaam
‫ﲤﻨﺘﺎﺷﺮ‬ eighteen tamantaašar ‫ﻃﻮﻳﻞ ﻃﻮال‬ tall, long †awiil †uwaal
‫ﺗﺴﻌﺘﺎﺷﺮ‬ nineteen tis ataašar

c
‫ﻗﺼ ّﻴﺮ ﻗﺼ ّﻴﺮﻳﻦ‬ short ’ußayyar ’ußayyariin
‫ﻋﺸﺮﻳﻦ‬ twenty išriin

c
‫وﺣﺶ وﺣﺸﲔ‬ bad wi˙iš wi˙šiin
‫ واﺣﺪ وﻋﺸﺮﻳﻦ‬twenty-one waa˙id wi išriin c

‫ﻣﻬ ّﻢ ﻣﻬ ّﻤﲔ‬ important muhimm muhimmiin
‫ اﺗﻨﲔ وﻋﺸﺮﻳﻦ‬twenty-two itneen wicišriin ‫أﺣﻤﺮ ﺣﻤﺮا ﺣﻤﺮ‬ red (m/f/pl) ’a˙mar ˙amra ˙umr
Other Words ‫أزرق زرﻗﺎ زرق‬ blue (m/f/pl) ’azra’ zar’a zur’
‫اﻟﻌﺮاق‬ Iraq ilciraa’ ‫ﻓﺮﻧﺴﺎوي ﻓﺮﺳﻨﺎوﻳﲔ‬ French faransaawi faransawiyyiin
‫اﻣﺘﻰ؟‬ when? imta ‫ﻋﺮاﻗﻲ ﻋﺮاﻗﻴﲔ‬ Iraqi c

iraa’i cira’iyyiin
‫ﺑﺘﺸﺘﻐﻞ‬ you work bitišta¶al ‫ﻣﺼﺮي ﻣﺼﺮﻳﲔ‬ Egyptian maßri maßriyyiin
‫ﺑﺘﺸﺘﻐﻠﻲ‬ you (f ) work bitišta¶ali ‫ﻟﺒﻨﺎﻧﻲ ﻟﺒﻨﺎﻧﻴﲔ‬ Lebanese lubnaani lubnaniyyiin
‫ﺑﺎﺷﺘﻐﻞ‬ I work bašta¶al ‫أﻣﺮﻳﮑﺎﻧﻲ )أﻣﺮﻳﮑﻲ( أﻣﺮﻳﮑﺎن‬ American ’amrikaani (’amriiky) ’amrikaan
‫ﮐﺎن ﻳﮑﻮن‬ to be kaan yikuun
‫ﺟﺎب ﻳﺠﻴﺐ‬ to bring, get gaab yigiib
‫ ﻣﻊ‬with maca
Expressions and Proverbs
!‫ ﮐﻠﻪ ﻋﻨﺪ اﻟﻠﻪ‬It’s all with God! (God knows all about it and will reward me- kullu cand allaah!
said in response to ingratitude).
!‫ اﻟﺒﻴﺖ ﺑﻴﺘﻚ‬My house is your house! (make yourself at home) ilbeet beetak!
!‫ ادﺧﻠﻮا اﻟﺒﻴﻮت ﻣﻦ أﺑﻮاﺑﻬﺎ‬Enter houses from their doors! (do things in the proper way) idxulu lbuyuut min ’abwabha!
!‫ ﻳﺨﺮب ﺑﻴﺘﻚ‬May your house be destroyed! (used both as a curse and to yixrab beetak!
express surprise)
Dialogue Assignment
Do the following conversation with another student, practicing responding to each of the questions.
‫ﻋﻨﺪك ﻣﻴﻌﺎد؟‬
‫اﻟﺴﺎﻋﺔ ﮐﺎم؟‬
‫ﻓﲔ اﳌﻴﻌﺎد؟‬
‫اﳌﻴﻌﺎد ﻣﻊ ﻣﲔ؟‬
‫ﻋﻨﺪك درس أﻳﻪ دﻟﻮﻗﺘﻲ؟‬
‫اﻟﺪرس ﮐﻮﻳﺲ وﻻ وﺣﺶ؟‬
Drills
1. Using ‘‫ ﻋﻨﺪ‬+ a suffix pronoun’, tell who has a meeting. Do this out loud with another student.
Example: Prompt: (‫( )ﻫﻮ‬he) → Answer: ‫ ﻋﻨﺪه اﺟﺘﻤﺎع‬He has a meeting.
Now do the same thing with the following prompts:
‫ﺻﺎﺣﺒﻲ‬ (‫)أﻧﺎ‬ ِ
(‫)اﻧﺖ‬
‫وداد‬ ‫ﺟﻮن‬ (‫)اﻧﺖ‬
(‫)ﻫﻲ‬ ‫اﻷﺳﺘﺎذ‬ ‫اﻵﻧﺴﺔ ﻣﺮﱘ‬
2. Using the same prompts as above, tell who doesn’t have a meeting.
Example: Prompt: (‫( )ﻫﻮ‬he) → Answer: ‫ ﻣﺎﻋﻨﺪوش اﺟﺘﻤﺎع‬He doesn’t have a meeting.
3. Using the same prompts as above, tell who HAD work.

Example: Prompt: (‫( )ﻫﻮ‬he) → Answer: .‫ ﮐﺎن ﻋﻨﺪه ﺷﻐﻞ‬He had work.
4. Using the same prompts as above, tell who did not have work.
Example: Prompt: (‫( )ﻫﻮ‬he) → Answer: .‫ ﻣﺎﮐﺎﻧﺶ ﻋﻨﺪه ﺷﻐﻞ‬He didn’t have work.
5. Write the following in Arabic, remembering to make a difference between the phrases and the sentences.
Example: Prompt: the French blouse → Answer: ‫اﻟﺒﻠﻮزة اﻟﻔﺮﻧﺴﺎوﻳﺔ‬
Use the following prompts:
e book is small. the small book a Lebanese professor
e doctor (f ) is Egyptian. the blue car e bike is red.
a very important colleague is Iraqi doctor is very good. e new French student is not very good.
6. Conjugate the verb ‘‫ ’ﮐﺎن‬according to the subject given to describe who was bad.
Example: Prompt: ‫ → ﺻﺎﺣﺒﻲ‬Answer: ‫ﺻﺎﺣﺒﻲ ﮐﺎن وﺣﺶ‬
‫أﻧﺎ‬ ‫أﻣﻴﺮة‬ ‫اﻧﺖ‬

‫اﳌﺪام‬ ِ
‫اﻧﺖ‬ ‫اﻟﺪﮐﺘﻮر‬
7. Using the same prompts as number 6, negate the sentences to describe who wasn’t bad.
Example: Prompt: ‫ → ﺻﺎﺣﺒﻲ‬Answer: ‫ﺻﺎﺣﺒﻲ ﻣﺎﮐﺎﻧﺶ وﺣﺶ‬
8. Answer the following questions in the negative, and add more information if you can.
Example: Prompt: ‫ → اﻷﺳﺘﺎذة ﻋﻨﺪﻫﺎ ﮐﺘﺎب ﮐﺒﻴﺮ؟‬Answer: .‫ ﻋﻨﺪﻫﺎ ﻗﻠﻢ ﺻﻐﻴﺮ‬.‫ ﻣﺎﻋﻨﺪﻫﺎش ﮐﺘﺎب ﮐﺒﻴﺮ‬،‫ﻻ‬
‫اﳌﺪام ﻋﻨﺪﻫﺎ ﻋﺠﻠﺔ زرﻗﺎ؟‬
‫اﻧﺖ ﻋﻨﺪك ﺷﻨﻄﺔ ﺣﻤﺮا؟‬
‫اﻟﻄﺎﻟﺐ ﻋﻨﺪه ﻋﺮﺑﻴﺔ ﮐﺒﻴﺮة؟‬
‫زﻣﻴﻠﻚ ﻋﻨﺪه ﻣﻴﻌﺎد ﻣﻬﻢ؟‬
‫اﻧﺖ ﻋﻨﺪك اﻣﺘﺤﺎن ﮐﺒﻴﺮ؟‬

My party is at nine o’clock at (in) my house.
When was his appointment in the university? At three twenty-five.
His colleague is from Iraq.
Is there a meeting in the library at five twenty?
I have a question! Where is my new car?
She had Arabic class at eleven thirty.
Her old house was small, but her new house is big.
e tall Lebanese student didn’t have big pants.
‫ َﻣﺘﻰ‬mata ‫اﻣﺘﻰ‬ imta
‫ ﻓ ََﺮﻧْﺴﻲ‬faransi ‫ﻓﺮﻧﺴﺎوي‬ faransaawi
‫’ َأ ْﻣﺮﻳﮑﻲ‬amriiki ‫أﻣﺮﻳﮑﺎﻧﻲ‬ ’amrikaani
‫ِﺟ ّﺪ ًا‬ jiddan ‫ﻗﻮي‬ ’awi
‫ﺲ ِﻋﻨْﺪي‬ َ ‫ﻟَ ْﻴ‬ laysa cindi ‫ﻣﺎﻋﻨﺪﻳﺶ‬ macandiiš
‫ﺎرة‬
َ ‫َﺳ ّﻴ‬ sayyaara ‫ﻋﺮﺑ ّﻴﺔ‬ arabiyya
c
‫َﻋ َﻤﻞ‬ amal

c
‫ﺷﻐﻞ‬ šu¶l
‫َﺗ ْﻌ َﻤ ُﻞ‬ ta mal

c
‫ﺑﺘﺸﺘﻐﻞ‬ bitišta¶al
2. Do ‫ اﻟﻔﺼﺤﻰ‬listening online.
EA 5 Language Notes
1. Numbers
e numbers 21-29, 31-39 etc. are said with the unit number first: ‘one and twenty’ instead of ‘twenty-one,’ etc. For example:
‫ﺧﻤﺴﺔ وﻋﺸﺮﻳﻦ‬ 25
‫ﺗﺴﻌﺔ وﻋﺸﺮﻳﻦ‬ 29
‫اﺗﻨﲔ وأرﺑﻌﲔ‬ 42
‫ﺳﺒﻌﺔ وﺳﺘﲔ‬ 67
2. Shortening of Long Vowels

Along with dropping short i, Egyptian Arabic long vowels are shortened when a pronoun ending creates a situation where
they are followed by two consonants. In other words, long vowels can only be followed by one consonant; otherwise they are
shortened. For example, although kitaab ‘book’ has a long vowel, when the pronoun ending -ha ‘her’ is added, that vowel must
be shortened: kitabha ‘her book.’ Sometimes this also happens when a short i is dropped, as in the forms sabburti and sactu
from sabbuuriti and saacitu. Also note that long vowels can only appear in stressed syllables, so that if the stress moves off a
long vowel it must be shortened (see the forms lubnaniyya and suriyya below).
3. Nisba Adjectives
Many nouns can be turned into adjectives by the addition of the -i suffix. Such adjectives are called N A. For
example, the country Lebanon lubnaan becomes lubnaani ‘Lebanese.’ If the noun ends in a or iyya you must drop the ending
before adding the i. For example, surya ‘Syria’ (from the fuß˙a word suuriyaa) becomes suuri ‘Syrian.’ Further, if you are
making a definite noun into a nisba adjective, you must drop the article before creating the adjective: il-ciraa’ ‘Iraq’ becomes
c
iraa’i ‘Iraqi.’ ese adjectives are made feminine by changing the i to iyya, as in lubnaniyya or suriyya.
4. Adjective Agreement and Noun Adjective Phrases

Adjectives always agree in gender with the nouns they refer to. Adjectives in /  (like ‘a big book’ or
‘the big book’) come after the noun they modify and agree with the noun in definiteness as well. For example:
A. Indefinite noun/adj. Phrases (no articles):
‫ ﮐﺘﺎب ﻟﺒﻨﺎﻧﻲ‬a Lebanese book

‫ ﺷﻨﻄﺔ ﮐﺒﻴﺮة‬a big briefcase
B. Definite noun/adj. Phrases (article on both noun and adjective):
‫ اﻟﻄﺎﻟﺐ اﳌﺼﺮي‬the Egyptian student

‫ اﻟﺒﻴﺖ اﳉﺪﻳﺪ‬the new house
C. Predicates (article on noun, no article on adjective):
.‫ اﻟﮑﺘﺎب ﻟﺒﻨﺎﻧﻲ‬e book is Lebanese.

.‫ اﳌﮑﺘﺒﺔ ﻗﺪﳝﺔ‬e library is old.
5. Verbs
Arabic does have verbs. It even has the verb ‘to be’, although it is not usually used in the present tense. In the past and future
tenses, however, the ‘to be’ verb is used. ere is no real ‘infinitive’ form of Arabic verbs. erefore, when the verbs appear on
vocabulary lists they are normally given as past tense forms agreeing with ‫‘ ﻫﻮ‬he,’ followed by the present tense for the same
person. us the form ‫ ﮐﺎن‬on the vocabulary list does not mean ‘to be’ but rather ‘he was,’ and ‫ ﻳﮑﻮن‬means ‘he is.’ Arabic verbs
are conjugated to agree with the subject of the verb. If the subject is ‫‘ ﻫﻲ‬she,’ for example, -it is added to the ‫ ﻫﻮ‬form of the verb
(‫ ﮐﺎن‬kaan becomes ‫ ﮐﺎ ِﻧﺖ‬kaanit). is is a regular process that applies to all verbs.
e singular past tense forms of ‫ ﮐﺎن‬are:
‫ﮐﺎن‬ he was kaan
‫ﮐﺎﻧﺖ‬ she was kaanit
‫ﮐﻨﺖ‬ you were kunt
(‫ﮐﻨﺖ )ﮐﻨﺘﻲ‬
ِ you (f ) were kunti
‫ﮐﻨﺖ‬ I was kunt
Examples of the use of ‫ ﮐﺎن‬to put equational sentences in the past tense:
.‫ اﻟﻄﺎﻟﺒﺔ ﮐﺎﻧﺖ ﻓﻲ اﳉﺎﻣﻌﺔ اﻣﺒﺎرح‬e student was at the university yesterday.

.‫ أﻧﺎ ﮐﻨﺖ ﻣﻊ اﻷﺳﺘﺎذ ﻓﻲ ﻣﮑﺘﺒﻪ‬I was with the professor in his office.
6. ‘To have’
e Arabic equivalent of ‘to have’ ‫ ﻋﻨﺪي‬،‫ ﻋﻨﺪك‬،‫ﻋﻨﺪه‬, etc. is not a verb, but rather a prepositional phrase. It is tempting to think
of it as a verb because it takes verbal negation (ma…š instead of miš), but notice that when you put it in the past tense with
the verb ‫ – ﮐﺎن‬the verb is never conjugated. For example (and compare with the uses of ‫ ﮐﺎن‬above where it is conjugated):
.‫ اﻟﻄﺎﻟﺒﺔ ﮐﺎن ﻋﻨﺪﻫﺎ ﻗﻤﻴﺺ أزرق‬e student (f ) had a blue shirt.

.‫ أﻧﺎ ﮐﺎن ﻋﻨﺪي ﻋﺮﺑﻴﺔ ﺣﻤﺮا‬I had a red car.
Note that it is the ‫ ﮐﺎن‬part that is negated when a past tense ‘to have’ is negated.
.‫ اﻟﻄﺎﻟﺒﺔ ﮐﺎن ﻋﻨﺪﻫﺎ ﻗﻤﻴﺺ أزرق‬e student (f ) had a blue shirt.

.‫ اﻟﻄﺎﻟﺒﺔ ﻣﺎﮐﺎﻧﺶ ﻋﻨﺪﻫﺎ ﻗﻤﻴﺺ أزرق‬e student (f ) didn’t have a blue shirt.
7. Negating Verbs’
You will recall that equational sentences are negated with ‫ﻣﺶ‬. In contrast, verbs are negated by putting ‫ ﻣﺎ‬on the front and ‫ش‬
on the end. e negation of verbs is one of the most salient places where Egyptian Arabic phonological rules come into play.
e basic ideas to keep in mind are that
1) Egyptian Arabic does not like more than two consonants in a row (only one at the first of a word) and will add a helping
vowel to break them up;
2) it does not like more than one long vowel in a word (it shortens all but the last one);
3) it does not like long vowels followed by two consonants (it shortens them);
4) it does not like unstressed long vowels (it shortens them)
5) it does not like short i’s that can be dropped without creating more than two consonants in a row (it drops them);
6) it lengthens any vowel on the end of a word when any suffix is added to it;
7) finally, when suffixes are added that create new long sequences (VVC or VCC) at the end of the word, the word stress
moves to the long sequence closest to the end of the word (often triggering the shortening of a now unstressed long vowel).
us ‘he was not’, although it is written as if it had a long vowel ‫ﻣﺎﮐﺎﻧﺶ‬, is makanš (from maa kaan š with the shortening rules
applied). ‘She was not’ ‫ ﻣﺎﮐﺎﻧﺘﺶ‬is makanítš with both the stress movement and shortening rules applied. ‘I was not’ ‫ﻣﺎﮐﻨﺘﺶ‬
is makuntiš with a helping vowel to break up what would otherwise be three consonants. And ‘you (f ) were not’ ‫ ﻣﺎﮐﻨﺘﻴﺶ‬is
makuntiiš with the final vowel of kunti lengthened because š was added, thus attracting the stress to the end of the word.
ere is a party tonight!
More Time Words Numbers
‫اﻟﻨﻬﺎرده‬ today innaharda ‫ﺗﻼﺗﲔ‬ thirty talatiin
‫ﺑﮑﺮه‬ tomorrow bukra ‫أرﺑﻌﲔ‬ forty ’arbaciin
‫اﻣﺒﺎرح‬ yesterday imbaari˙ ‫ﺧﻤﺴﲔ‬ fifty xamsiin
‫ﻳﻮم أ ّﻳﺎم‬ day yoom ’ayyaam ‫ﺳﺘّﲔ‬ sixty sittiin
‫أﺳﺒﻮع أﺳﺎﺑﻴﻊ‬ week ’usbuu ’asabii

c c
‫ﺳﺒﻌﲔ‬ seventy sabciin
‫أﺷﻬﺮ‬/‫ﺷﻬﺮ ﺷﻬﻮر‬ month šahr šuhur/’ašhur ‫ﲤﻨﲔ‬ eighty tamaniin
‫ﺳﻨﻮات‬/‫ﺳﻨﺔ ﺳﻨﲔ‬ year sana siniin/sanawaat ‫ﺗﺴﻌﲔ‬ ninety tisciin
‫اﻟﺼﺒﺢ‬ in the morning ißßub˙

Adjectives
‫اﻟﻈﻬﺮ‬ at noon i∂∂uhr
‫أﺧﻀﺮ ﺧﻀﺮا ﺧﻀﺮ‬ green ’ax∂ar xa∂ra xu∂r
‫ﺑﻌﺪ اﻟﻈﻬﺮ‬ in the afternoon bacd i∂∂uhr
‫أﺻﻔﺮ ﺻﻔﺮا ﺻﻔﺮ‬ yellow ’aßfar ßafra ßufr
‫ﺑﺎﻟﻠﻴﻞ‬ at night billeel
‫ﺻﻌﺐ‬ difficult ßacb
(‫اﻟﻠﻲ ﺟﺎي )ﺟﺎﻳﺔ‬ coming, next illi gaay (gaaya)
‫ﺳﻬﻞ‬ easy sahl
(‫اﻟﻠﻲ ﻓﺎت )ﻓﺎﺗﺖ‬ last illi faat (faatit)
Other Words
‫رﺟﺎﻟﺔ‬
ّ ‫راﺟﻞ‬ man raagil riggaala ‫راﻳﺢ راﻳﺤﺔ راﻳﺤﲔ‬ going (m/f/pl) raayi˙ ray˙a ray˙iin
‫ﺳﺖ ﺳﺘّﺎت‬
ّ woman sitt sittaat ‫ﻓﺎﻫﻢ ﻓﺎﻫﻤﺔ ﻓﺎﻫﻤﲔ‬ understand faahim fahma fahmiin
‫ﮐﻞ‬ every, all kull ‫ﻋﺎوز ﻋﺎوزة ﻋﺎوزﻳﻦ‬ want aawiz cawza cawziin
c
‫ﺣﺎﺟﺔ‬ something ˙aaga ‫ﻋﺎﻳﺰ ﻋﺎﻳﺰة ﻋﺎﻳﺰﻳﻦ‬ want (alternate) aayiz cayza cayziin
c
‫وﻻ ﺣﺎﺟﺔ‬ nothing wala ˙aaga ‫ﻻﺑﺲ ﻻﺑﺴﺔ ﻻﺑﺴﲔ‬ wearing labis labsa labsiin
‫ﮐﻠﻤﺔ ﮐﻠﻤﺎت‬ word kilma kalimaat ‫ﻓﺴﺘﺎن ﻓﺴﺎﺗﲔ‬ dress fustaan fasatiin
‫ﺟﻤﻠﺔ ﺟﻤﻞ‬ sentence gumla gumal ‫ﻓﺎﻧﻠﺔ ﻓﺎﻧﻼت‬ t-shirt fanilla fanillaat
‫ﳕﺮة ﳕﺮ‬ number nimra nimar ‫ﺟﺰﻣﺔ ﺟﺰم‬ shoes gazma gizam
‫ﻗﺒﻞ‬ before ’abl ‫ﮐﺘﺐ ﻳﮑﺘﺐ‬ to write katab yiktib
‫ﺑﻌﺪ‬ after ba dc
‫ﺷﺎف ﻳﺸﻮف‬ to see šaaf yišuuf
‫ﻋﻨﻮان ﻋﻨﺎوﻳﻦ‬ address inwaan canawiin
c
‫ﻋﻴﺪ ﻣﻴﻼد‬ birthday iid milaad
c
‫ ﮐﻞ ﺳﻨﺔ واﻧﺖ ﻃ ّﻴﺐ‬Every year and you are fine. (Greeting for any holiday) kulli sana winta †ayyib.
‫ ﮐﻞ ﺣﺎﺟﺔ ﻓﻲ أوﻟﻬﺎ ﺻﻌﺐ‬Everything is hard at first. kulli ˙aaga fi ’awwilha ßacb.
‫ ﮐﻠﻤﺔ ﮐﻠﻤﺔ‬Word for word. (an exact quote) kilma kilma.
‫ اﻟﻠﻲ ﻓﺎت ﻣﺎت‬at which passed died. (water under the bridge) illi faat maat.
Dialogue Assignment
Work with one other student ard pretend one of you is having a party tomorrow. Make a variation on the main text of the lesson.
Drills
1. Give the active participles of the following Form I verbs (remember, you can do this without even knowing the verb).
‫ﺳﮑﻦ‬ ‫ﻓﺘﺢ‬ ‫ﻟﺒﺲ‬ ‫راح‬ ‫ﮐﺘﺐ‬

‫ﺷﺮب‬ ‫ﻗﻔﻞ‬ ‫ﺷﺎف‬ ‫ﺟﺎب‬ ‫ﻓﻬﻢ‬
2. Translate into English the following sentences containing participles. Note how the participle is used.
.‫ﻫﻲ راﻳﺤﺔ اﺳﮑﻨﺪرﻳﺔ ﺑﮑﺮه‬

.‫أﻫﻤﺪ ﮐﺘﺐ اﻟﮑﺘﺎب ده‬
‫اﻧﺖ ﺟﺎﻳﺐ ﻣﻌﺎك أﻳﻪ؟‬
.‫ﺷﻬﻴﺮة ﺳﺎﮐﻨﺔ ﻓﻲ ﺑﻴﺮوت دﻟﻮﻗﺘﻲ‬
.‫ﻣﺼﻄﻔﻰ ﻣﺶ ﻓﺎﻫﻢ اﳉﻤﻠﺔ دي‬
3. Translate these phrases into Arabic. Remember the rules regarding singular/plural nouns with numbers.
five books fifteen students one class ten meetings

twenty five professors eleven bags two cities three questions
two books ninety six years seven libraries four years
4. Make each of the following sentences agree with each of the pronouns given.
Sentences: Pronoun Prompts: (‫)ﻫﻮ‬

.‫ﮐﺘﺒﺖ اﻟﻮرﻗﺔ ﻓﻲ اﳌﮑﺘﺒﺔ‬
(‫)اﻧﺖ‬
.‫ﺟﺒﺖ ﺗﻼت ﮐﺘﺐ ﻣﻦ ﻣﺼﺮ‬
(‫)ﻫﻲ‬
.‫ﮐﻨﺖ ﻓﻲ ﻧﻴﻮﻳﻮرك اﻟﺴﻨﺔ اﻟﻠﻲ ﻓﺎﺗﺖ‬
(‫)أﻧﺎ‬
ِ
(‫)اﻧﺖ‬
5. Answer the following questions in the negative.
‫ﮐﺮﳝﺔ ﮐﺎﻧﺖ ﻓﻲ اﻟﻔﺼﻞ اﻣﺒﺎرح؟‬ ‫ﮐﻨﺖ ﻓﻲ ﺑﺎرﻳﺲ اﻟﺴﻨﺔ اﻟﻠﻲ ﻓﺎﺗﺖ؟‬

‫أﺷﺮف ﮐﺘﺐ اﻟﮑﻠﻤﺔ دي ع اﻟﺴﺒﻮرة؟‬ ‫ﮐﺘﺒﺖ اﺳﻤﻚ ع اﻟﻮرﻗﺔ؟‬
‫ﺟﺒﺖ أرﺑﻊ ﺷﻨﻂ ﻣﻦ ﻟﺒﻨﺎن؟‬ ‫ﺳﻤﻴﺮ ﺟﺎب ﮐﺘﺎﺑﲔ ﻣﻦ اﳌﮑﺘﺒﺔ؟‬
6. Answer the following questions making something up if you don’t know the answer.
‫اﻷﺳﺘﺎذ ﮐﺎن ﻓﲔ اﻣﺒﺎرح اﻟﺼﺒﺢ؟‬

‫ﮐﺎم ﻳﻮم ﻓﻲ اﻷﺳﺒﻮع؟‬
‫ﮐﺘﺒﺖ أﻳﻪ اﻣﺒﺎرح؟‬
How many Arabic books did you bring from Lebanon?
I brought seven books and three dresses.
I want three yellow t-shirts.
Are you going to the party with four new students?
Do you understand this word? Do you understand this sentence?
He is wearing a blue shirt.
What do you want from Damascus?
I wrote the paper last week, before the meeting.
‫ اﻟﻴﻮم‬alyawma ‫اﻟﻨﻬﺎرده‬ innaharda
‫¶ ﻏﺪ ًا‬adan ‫ﺑﮑﺮه‬ bukra
‫أﻣﺲ‬ ’amsi ‫اﻣﺒﺎرح‬ imbaari˙
‫اﻟﻘﺎدم‬ alqaadim ‫اﻟﻠﻲ ﺟﺎي‬ illi gaay
‫اﳌﺎﺿﻲ‬ almaa∂i ‫اﻟﻠﻲ ﻓﺎت‬ illi faat
‫ﺷﻲء‬ šay’ ‫ﺣﺎﺟﺔ‬ ˙aaga
‫ﻻ ﺷﻲء‬ laa šay’ ‫وﻻ ﺣﺎﺟﺔ‬ wala ˙aaga
‫رﻗﻢ‬ raqam ‫ﳕﺮة‬ nimra
‫ذاﻫﺐ‬ ðaahib ‫راﻳﺢ‬ raayi˙
‫ﺣﺬاء أﺣﺬﻳﺔ‬ ˙iðaa’ ’a˙ðiya ‫ﺟﺰﻣﺔ ﺟﺰم‬ gazma gizam
‫’ أﺣﻀﺮ ﻳﺤﻀﺮ‬a˙∂ara yu˙∂iru ‫ﺟﺎب ﻳﺠﻴﺐ‬ gaab yigiib
‫’ أراد ﻳﺮﻳﺪ‬araada yuriidu ‫ﻋﺎوز‬ aawiz

c
EA 6 Language Notes
1. Active participles (and the Root/Pattern System)
e forms ‫ ﻓﺎﻫﻢ‬،‫ راﻳﺢ‬،‫ ﻋﺎوز‬،‫ ﺳﺎﮐﻦ‬،‫ ﻻﺑﺲ‬and ‫( ﻋﺎرف‬and other words with a similar pattern) are active participles, i.e. verbal
adjectives. ey are formed by taking the three consonants of the root of a Form I sound verb and plugging them into the
pattern _aa_i_. Since it is difficult to talk about patterns like _aa_i_ it has become traditional to fill in the blanks with FML,
referring to the first, middle and final consonants of the root. e patten for these participles, therefore, is FaaMil. Just about
every verb in Arabic has an associated active participle. Only Form I Sound verbs (about which you will be learning) form
the participle with the FaaMil pattern however. Form I Hollow verbs, like gaab and raa˙ form the participle by replacing the
‘missing’ consonant with a y. us, the participles of these two verbs are ‫ ﺟﺎﻳﺐ‬and ‫راﻳﺢ‬. e participles of other forms will be
presented later.
e feminine of the active participle is formed by adding a taa’ marbuu†a ‫ ة‬to the masculine form (FaaMiLa). However, this
creates a situation where you must drop the short i which then forces you to shorten the long aa. In other words, instead
of saying FaaMiLa (which is how the form is written in Arabic script), you say FaMLa instead. Likewise, the plural form is
pronounced with the i dropped and the long aa shortened: FaMLiin.
Active participles are often used as predicate adjectives. In English we often translate them as if there were verbs, but it is good
to remember that they really are just adjectives, and agree like adjectives. For example:
.‫ أﻧﺎ ﻣﺶ ﻓﺎﻫﻢ اﳉﻤﻠﺔ دي‬I don’t understand (I am not understanding) this sentence.
.‫ ﻫﻮ راﻳﺢ اﺳﮑﻨﺪرﻳﺔ‬He is going to Alexandria.
.‫ ﻫﻲ ﺳﺎﮐﻨﺔ ﻓﻲ ﺷﺎرع ﺗﺴﻌﺔ‬She lives (is living) on Road Nine.
Like any equational sentence, sentences with participles are negated with ‫( ﻣﺶ‬see the first example above), and are put into
the past tense with the verb ‫ﮐﺎن‬:
.‫ ﻣﺶ ﺳﺎﮐﻦ ﻓﻲ وﻻﻳﺔ ﻧﻴﻮ ﻳﻮرك‬I don’t live in the state of New York.
‫ ﮐﺎن ﺳﺎﮐﻦ ﻓﲔ ﻓﻲ اﻟﻮﻗﺖ ده؟‬Where was he living at that time?
.‫ ﮐﻨﺖ ﻋﺎوز اﻟﮑﺘﺎب اﻷﺧﻀﺮ‬I wanted (was wanting) the green book.
It turns out that two particular classes of verbs, verbs of going/coming, and verbs of mental state (knowing, understanding,
wanting, etc.) commonly use the participle instead of the verb to mean present tense continuous, what is happening right
know (‘I am going to the university’). Other verbs (like ‘to write,’ ‘to read,’ ‘to speak,’ ‘to eat,’ etc.) do not use the participle for
this purpose. With these other classes of verbs, the participle is more commonly used as a noun to refer to a person who does
the action expressed by the verb. us ‫ ﮐﺎﺗﺐ‬normally mean ‘writer’ rather than ‘writing.’
Every verb has an associated participle, so when you see a word with this pattern that you have not seen before, if you know a
verb of the same pattern there is a very good chance that this is the active participle of that verb.
2. Verbs—Past Tense
Arabic verbs have present and past tenses, sometimes called imperfect and perfect. Verbal forms are conjugated for the
subject, with a different form to agree with each available pronoun. Note that from now on verbs in vocabulary lists will be
given with the ‫ ﻫﻮ‬past and then the ‫ ﻫﻮ‬present form. e most basic verb form is sometimes referred to as the Form I Sound
verb. Other forms are derived from this most basic form in various ways. e Form I Sound verb always has three consonants
in the root. e verb ‫ ﮐﺘﺐ‬is a good example. Here are the past tense forms for the five pronouns we know:
Past Tense Singular of ‫‘ ﮐﺘﺐ‬to write’
Subject Pronoun Ending Form Form Ending Subject Pronoun

huwwa ∅ katab ‫ﮐﺘﺐ‬ ∅ ‫ﻫﻮ‬
hiyya -it katabit ‫ﮐﺘﺒﺖ‬ ‫ِت‬ ‫ﻫﻲ‬
inta -t katabt ‫ﮐﺘﺒﺖ‬ ‫ت‬ ‫اﻧﺖ‬
inti -ti katabti ِ
‫ ﮐﺘﺒﺘﻲ‬،‫ﮐﺘﺒﺖ‬ ‫ِت‬ ِ
‫اﻧﺖ‬
ana -t katabt ‫ﮐﺘﺒﺖ‬ ‫ت‬ ‫أﻧﺎ‬
Form I Hollow verbs are similar to sound verbs except that the middle consonant of the root is ‘missing.’ ese verbs can be
recognized by the fact that they have a long alif in the ‫ ﻫﻮ‬past tense form, and only two consonants instead of three, as in ‫ﮐﺎن‬
and ‫ﺟﺎب‬. ey take the same endings as the Sound verbs, but the middle keeps changing. In the third person forms (he, she),
the long vowel remains, but in the other forms (you-m, you-f, I) the long vowel is replaced by a short vowel, either u or i. e
past tense conjugations of the verbs ‫ ﺟﺎب‬and ‫( ﮐﺎن‬from last lesson, for comparison) are given here. Note that ‫ ﺟﺎب‬is associated
with the short vowel i while ‫ ﮐﺎن‬is associated with the short vowel u:
Past Tense Singular of ‫‘ ﮐﺎن‬to be’ and ‫‘ ﺟﺎب‬to bring’
Subject Pronoun ‘to be’ ‘to bring’ ‘to bring’ ‘to be’ Subject Pronoun
huwwa kaan gaab ‫ﺟﺎب‬ ‫ﮐﺎن‬ ‫ﻫﻮ‬
hiyya kaanit gaabit ‫ﺟﺎﺑﺖ‬ ‫ﮐﺎﻧﺖ‬ ‫ﻫﻲ‬
inta kunt gibt ‫ﺟﺒﺖ‬ ‫ﮐﻨﺖ‬ ‫اﻧﺖ‬
inti kunti gibti ِ
‫ ﺟﺒﺘﻲ‬،‫ﺟﺒﺖ‬ ِ
‫ ﮐﻨﺘﻲ‬،‫ﮐﻨﺖ‬ ِ
‫اﻧﺖ‬
ana kunt gibt ‫ﺟﺒﺖ‬ ‫ﮐﻨﺖ‬ ‫أﻧﺎ‬
Notice that the forms for ‘I’ and ‘you’ (masc.) are the same in the past tense for all conjugations.
Verbs in Arabic sentences may be preceded by a pronoun subject, but that subject may also be omitted, since the information
is contained in the verb conjugation. us one can say either ‫ أﻧﺎ ﮐﺘﺒﺖ‬or simply ‫ ﮐﺘﺒﺖ‬for ‘I wrote.’
e present tense (imperfect) forms are as simple and straightforward as the past tense forms. Instead of having suffixes for
the conjugation, they have prefixes. ey will be presented in the next lesson.
Examples of past tense verbs in sentences:
‫ اﻧﺖ ﮐﻨﺖ ﻓﲔ اﻷﺳﺒﻮع اﻟﻠﻲ ﻓﺎت؟‬Where were you last week?

.‫ ﺳﻌﻴﺪ ﮐﺘﺐ اﺳﻤﻪ ع اﻟﻮرﻗﺔ‬Saeed wrote hisname on the paper.
‫ ﺟﺒﺖ ﮐﺎم ﻗﻠﻢ ﻣﻦ اﳌﮑﺘﺒﺔ؟‬How many pens did you bring from the bookstore?
3. Negating Past Tense Verbs
Past tense verbs are negated with the discontinuous particle ma.....š. e ma goes on the front of the form, and the š goes on
the end. For example:
.‫ اﻧﺖ ﻣﺎﮐﻨﺘﺶ ﻓﻲ اﻟﺒﻴﺖ اﻣﺒﺎرح‬You weren’t at home yesterday. (makuntiš)

.‫ ﺳﻌﻴﺪ ﻣﺎﮐﺘﺒﺶ اﺳﻤﻪ ع اﻟﻮرﻗﺔ‬Saeed didn’t write his name on the paper. (makatábš)
.‫ ﻣﺎﺟﺒﺘﻴﺶ ﻗﻠﻢ ﻣﻦ اﳌﮑﺘﺒﺔ‬You (f ) didn’t bring a pen from the bookstore. (magibtííš)
Notice that the addition of the negative particle changes the phonological shape of the word. If it is added to a word that ends
in one consonant, the addition of the second consonant š attracts the word stress to the last syllable, as in the second example
above (kátab to makatábš). If the word already ends in two consonants, the addition of š creates an inadmissible sequence of
three consonants that must be broken up with a helping vowel, as in the first example above (kunt to makuntiš). If the word
ends in a vowel, the vowel must be lengthened (and attract the stress) when the š is added, as in the third example above (gíbti
to magibtííš).
4. Numbers with Nouns
O
e Arabic word for ‘one’ (‫ )واﺣﺪ‬is an adjective. It therefore comes after the noun it refers to and agrees with it in gender (‫ﮐﺘﺎب‬
‫واﺣﺪ‬/‫)ﺷﻨﻄﺔ واﺣﺪة‬. However, the normal way to say that there is one book, or one bag, etc. is to simply say the bare noun: ‫ﮐﺘﺎب‬
means ‘book’, ‘a book’, or ‘one book’. When you add the number, it means you are emphasizing the number one: ‫‘ ﮐﺘﺎب واﺣﺪ‬one
book’.
T
Most nouns in Arabic, though not all, take the dual. is means that you simply add the ending -een to the end of the word,
and it means two of that word. If the word ends in the feminine -a, you must change it to -it before adding the dual ending.
Regular phonological rules apply. For example:
‫ﮐﺘﺎﺑﲔ‬ two books kitabeen
‫ﮐﻠﻤﺘﲔ‬ two words kilmiteen
‫ﺳﻨﺘﲔ‬ two years saniteen, santeen
‫ﺳﺒﻮرﺗﲔ‬ two blackboards sabburteen
As with ‘one’, the actual word for ‘two’ in Arabic, itneen, is an adjective, and so if it is used it comes after the noun. However, as
with ‘one’ it is normally not used with a noun since the dual form already indicates that there are two. If it is used, it indicates
that you are emphasizing the number two: ‫‘ ﮐﺘﺎﺑﲔ‬two books’, but ‫‘ ﮐﺘﺎﺑﲔ اﻧﺘﲔ‬two books’.
T  T

e numbers 3-10 take a special short form before a plural noun. is special short form involves the dropping of the ‘taa
marbuu†a’ ‫ة‬. e long form, the one with the taa’ marbuu†a, is used whenever there is not a noun directly after the number.
e numbers 3-10, unlike 1 and 2, are not adjectives. Rather, they are nouns, and they precede the noun they are describing
(in an I∂aafa construction). is noun must be in the plural form. e short forms of these numbers are (in the example
below, ‫ ﮐﺘﺐ‬kutub is the plural of ‫ ﮐﺘﺎب‬kitaab):
‫ﺗﻼت ﮐﺘﺐ‬ three books talat kutub ‫ﺳﺒﻊ ﮐﺘﺐ‬ seven books sabac kutub
‫أرﺑﻊ ﮐﺘﺐ‬ four books ’arbac kutub ‫ﲤﻦ ﮐﺘﺐ‬ eight books taman kutub
‫ﺧﻤﺲ ﮐﺘﺐ‬ five books xamas kutub ‫ﺗﺴﻊ ﮐﺘﺐ‬ nine books tisac kutub
‫ﺳﺖ ﮐﺘﺐ‬
ّ six books sitt kutub ‫ﻋﺸﺮ ﮐﺘﺐ‬ ten books ašar kutub
c
e question word ‫ﮐﺎم‬, unlike the numbers 3-10, must be followed by a singular. Examples of the use of numbers with and
without nouns, and using ‫ ﮐﺎم‬with a noun:
‫ ﺟﺒﺖ ﮐﺎم ﮐﺘﺎب؟‬How many books did you bring?

.‫ ﺗﻼﺗﺔ‬three
.‫ ﺟﺒﺖ ﺗﻼت ﮐﺘﺐ‬I brought three books.
E  N-

e numbers 11-99 have only one form, whether used alone or before a noun. If they are followed by a noun, the noun must
be singular. (Plural forms are used only with the numbers 3-10.)
‫ ﺣﺪاﺷﺮ ﮐﺘﺎب‬eleven books

‫ اﺗﻨﺎﺷﺮ ﺷﻨﻄﺔ‬twelve briefcases
5. Plurals of Nouns and Adjectives

Arabic nouns and adjectives may take one of three classes of plurals; sound masculine plural, sound feminine plural, or
a broken plural. e sound plurals are basically just endings added onto the end of the singular, while the broken plurals
rearrange the pattern of the word itself to form the plural.
A. S M P

Sound masculine plurals are formed by adding -iin ‫ ﻳﻦ‬to the end of the word. Many words that refer to human beings,
including the nisba adjectives of countries, take sound masculine plurals. For example:
Singular Plural Singular Plural
‫ﮐﻮﻳﺲ‬ ‫ﮐﻮﻳﺴﲔ‬ ‫ﻋﺮاﻗﻲ‬ ‫ﻋﺮاﻗﻴﲔ‬

‫ﺻﻐ ّﻴﺮ‬ ‫ﺻﻐ ّﻴﺮﻳﻦ‬ ‫ﻣﺼﺮي‬ ‫ﻣﺼﺮﻳﲔ‬
B. S F P

Sound feminine plurals are formed by adding -aat ‫ ات‬to the end of the word. If the singular is masculine (like ‫)اﻣﺘﺤﺎن‬, simply
add the -aat. If it is feminine and ends with a taa’ marbuu†a ‫ ة‬you must remove the taa’ marbuu†a before adding the -aat. For
example:
Singular Plural Singular Plural
‫ﺟﺎﻣﻌﺔ‬ ‫ﺟﺎﻣﻌﺎت‬ ‫اﻣﺘﺤﺎﻧﺎت اﻣﺘﺤﺎن‬

‫ﺣﻔﻠﺔ‬ ‫ﺣﻔﻼت‬ ‫ﺣﺎﺟﺎت ﺣﺎﺟﺔ‬
A small number of words can take both sound masculine and sound feminine plurals, like ‫ ﺳﻨﺔ‬sana ‘year,’ which can take either
‫ ﺳﻨﲔ‬siniin or ‫ ﺳﻨﻮات‬sanawaat (both slightly irregular).
C. B P
Most nouns and adjectives, however, take “broken” plurals. In broken plurals the consonants of the root are kept in the same
order, but the vowels surrounding them change, which changes the pattern of the word. ere are a fairly large (but ultimately
finite) number of common broken plural patterns. At first these plurals may seem to look nothing like the singulars they go
with, but with practice and time you will start to feel the connection.
Singular Plural Singular Plural Singular Plural Singular Plural
‫ﺷﻬﺮ‬ ‫ﺷﻬﻮر‬ ‫ﮐﺘﺎب‬ ‫ﮐﺘﺐ‬ ‫أﺳﺘﺎذ‬ ‫أﺳﺎﺗﺬة‬ ‫ﻣﮑﺘﺐ‬ ‫ﻣﮑﺎﺗﺐ‬

‫أﺳﺒﻮع‬ ‫أﺳﺎﺑﻴﻊ‬ ‫ﻣﺪﻳﻨﺔ‬ ‫ﻣﺪن‬ ‫ﻃﺎﻟﺐ‬ ّ
‫ﻃﻼب‬ ‫ﮐﺮﺳﻲ‬ ‫ﮐﺮاﺳﻲ‬
‫ﺻﺎﺣﺐ‬ ‫أﺻﺤﺎب‬ ‫ﮐﺒﻴﺮ‬ ‫ﮐﺒﺎر‬ ‫ﺳﺆال‬ ‫أﺳﺌﻠﺔ‬ ‫ﻣﻴﻌﺎد‬ ‫ﻣﻮاﻋﻴﺪ‬
‫ﻳﻮم‬ ‫أ ّﻳﺎم‬ ‫ﺑﻴﺖ‬ ‫ﺑﻴﻮت‬ ‫ﻗﻤﻴﺺ‬ ‫ﻗﻤﺼﺎن‬ ‫ﺷﻨﻄﺔ‬ ‫ﺷﻨﻂ‬
Since it is not predictable whether a word will take a sound or broken plural, or which sound or broken plural it will take, the
plurals of nouns and adjectives must be learned when the word is learned.
Example sentences using plural nouns with the numbers 3-10:
‫ﺟﺒﺖ ﮐﺎم ﮐﺘﺎب ﻣﻦ ﻟﺒﻨﺎن؟‬ How many books did you bring from Lebanon?
.‫ﺟﺒﺖ ﺗﺴﻊ ﮐﺘﺐ ﻣﻦ ﻟﺒﻨﺎن‬ I brought nine books from Lebanon.
‫ﻓﻴﻪ ﮐﺎم ﻃﺎﻟﺐ ﻓﻲ ﻓﺼﻠﻚ؟‬ How many students are there in your class?
.‫ﻓﻴﻪ ﲤﻦ ﻃﻼب ﻓﻲ ﻓﺼﻠﻲ‬ ere are eight students in my class.
‫ﻓﻴﻪ ﮐﺎم ﻳﻮم ﻓﻲ اﻷﺳﺒﻮع؟‬ How many days are there in a week?
.‫ﻓﻴﻪ ﺳﺒﻊ أﻳﺎم ﻓﻲ اﻷﺳﺒﻮع‬ ere are seven days in a week.
‫ﻓﻴﻪ ﮐﺎم ﺑﻴﺖ ﻓﻲ ﻣﺪﻳﻨﺘﻚ؟‬ How many houses are in your town?
.‫ﻓﻴﻪ ﺗﻼت ﺑﻴﻮت ﻓﻲ ﻣﺪﻳﻨﺘﻲ‬ ere are three houses in my town.
6. Non-human Plural Agreement

In Standard Arabic, plural adjectives and verb forms are used only for human plural agreement. Non-human plurals (like
‘books,’ ‘papers,’ desks,’ etc.) always take feminine singular agreement, meaning that they agree with adjectives and verbs as if
they were the pronoun ‫ﻫﻲ‬. e pronoun ‫ ﻫﻲ‬itself therefore means not only ‘she,’ but also ‘they’ referring to a group of non-
human entities.
In Egyptian colloquial the same situation applies, but in this case everything is optional. Speakers use the plural forms to
agree with non-human plural nouns, and the feminine singular forms to agree with human plural nouns, and vice versa, in a
seemingly random manner. In general, when conceiving of the plural entity as a differentiated group of individuals, the plural
would more likely be used (as with numbers), but when conceiving of them as an unindividuated group, feminine singular
agreement is more common. us:
‫ﮐﺘﺐ ﮐﻮﻳﺴﺔ‬ good books
‫ﺗﻼت ﮐﺘﺐ ﮐﻮﻳﺴﲔ‬ three good books
‫رﺟﺎﻟﺔ ﮐﻮﻳﺴﺔ‬ good men
‫ﺧﻤﺲ رﺟﺎﻟﺔ ﮐﻮﻳﺴﲔ‬ five good men
7. Color Adjectives
Most color adjectives take the pattern ’aFMaL. Unlike typical adjectives, they do not form the feminine by adding taa’
marbuu†a ‫ة‬. Rather, they use an entirely different pattern especially for the feminine: FaMLa, written in Arabic script with
an alif on the end. Plural color forms take the pattern FuML.
Masculine Feminine Plural Plural Feminine Masculine

’a˙mar ˙amra ˙umr red ‫ﺣﻤﺮ‬ ‫ﺣﻤﺮا‬ ‫أﺣﻤﺮ‬
’azra’ zar’a zur’ blue ‫زرق‬ ‫زرﻗﺎ‬ ‫أزرق‬
’ax∂ar xa∂ra xu∂r green ‫ﺧﻀﺮ‬ ‫ﺧﻀﺮا‬ ‫أﺧﻀﺮ‬
’aßfar ßafra ßufr yellow ‫ﺻﻔﺮ‬ ‫ﺻﻔﺮا‬ ‫أﺻﻔﺮ‬
Where are you going?
Days of the Week Numbers
‫ﻳﻮم اﳊﺪ‬ Sunday yoom il˙add ‫ﻣﻴﺔ ﻣﻴﺎت‬ one hundred miyya miyyaat
‫ﻳﻮم اﻻﺗﻨﲔ‬ Monday yoom ilitneen ‫ﻣﻴﺘﲔ‬ two hundred miteen
‫ﻳﻮم اﻟﺘﻼت‬ Tuesday yoom ittalaat ‫ﺗﻠﺘﻤﻴﺔ‬ three hundred tultumiyya
‫ﻳﻮم اﻷرﺑﻊ‬ Wednesday yoom il’arbac ‫رﺑﻌﻤﻴﺔ‬ four nundred rubcumiyya
‫ﻳﻮم اﳋﻤﻴﺲ‬ ursday yoom ilxamiis ‫ﺧﻤﺴﻤﻴﺔ‬ five hundred xumsumiyya
‫ﻳﻮم اﳉﻤﻌﺔ‬ Friday yoom ilgumca ‫ﺳﺘّﻤﻴﺔ‬ six hundred suttumiyya
‫ﻳﻮم اﻟﺴﺒﺖ‬ Saturday yoom issabt ‫ﺳﺒﻌﻤﻴﺔ‬ seven hundred subcumiyya
‫ﲤﻨﻤﻴﺔ‬ eight hundred tumnumiyya

Pronouns
‫ﺗﺴﻌﻤﻴﺔ‬ nine hundred tuscumiyya
‫ ﻫﻢ‬they humma
‫ اﻧﺘﻮ‬you (pl) intu People
‫ اﺣﻨﺎ‬we i˙na ‫ﻧﺎس‬ people naas
ّ woman sitt sittaat
Verbs and Modals
‫ﺑﻨﺖ ﺑﻨﺎت‬ girl bint banaat
‫ﻻزم‬ must laazim
‫وﻟﺪ وﻻد‬ boy walad wilaad
‫ﳑﮑﻦ‬ can; maybe mumkin
‫ﻣﺪﻳﺮ ﻣﺪﻳﺮﻳﻦ‬ boss, director mudiir mudiriin
‫ﳝﮑﻦ‬ can; maybe yimkin
‫ﺳﺄل ﻳﺴﺄل‬ to ask sa’al yis’al ings
‫راح ﻳﺮوح‬ to go raa˙ yiruu˙ ‫ﺟﺎﻣﻊ ﺟﻮاﻣﻊ‬ mosque gaamic gawaamic
‫ﻋﻤﻞ ﻳﻌﻤﻞ‬ to do amal yi mil

c c
‫ﻃﻴﺎرة ﻃﻴﺎرات‬ airplane tayyaara Tayyaraat
‫ﺳﮑﻦ ﻳﺴﮑﻦ‬ to live sakan yuskun ‫أوﺗﻮﺑﻴﺲ أوﺗﻮﺑﻴﺴﺎت‬ bus ’otobiis ’otobisaat
‫ﺟﺎ ﻳﻴﺠﻲ‬ to come ga yiigi ‫ﻟﻮن أﻟﻮان‬ color loon ’alwaan
‫واﺟﺐ واﺟﺒﺎت‬ homework, duty waagib waagibaat

Other Words
‫ ﻓﻴﻠﻢ أﻓﻼم‬film, movie film ’aflaam
‫ﺑﺘﺎع ﺑﺘﺎﻋﺔ ﺑﺘﻮع‬ belonging to bitaac bitaacit bituuc
‫ ﺳﻴﻨﻤﺎ‬cinema siinama
‫ﻋﺸﺎن‬ because; in order to ašaan
c
‫ ﻣﺴﺮح‬theater masra˙
‫ﻋﻦ‬ about an
c
‫ﻟﻴﻪ؟‬ why leeh? Adjectives
‫ﮐﺪه‬ thus, like that kida ‫ﺣﻠﻮ ﺣﻠﻮة ﺣﻠﻮﻳﻦ‬ sweet, pretty ˙ilu ˙ilwa ˙ilwiin
‫ﻣﺶ ﮐﺪه‬ (tag question) miš kida ‫ﺟﻤﻴﻞ ﺟﻤﻴﻠﺔ ﺟﻤﺎل‬ beautiful gamiil gamiila gumaal
‫أﻳﻪ رأﻳﻚ؟‬ what is your opinion? ’eeh ra’yak ‫واﺳﻊ واﺳﻌﺔ واﺳﻌﲔ‬ wide waasic wasca wasciin
‫ﻣﺎﻓﻴﺶ ﻣﺎﻧﻊ‬ there is nothing pre- mafiiš maanic ‫ﻟﻄﻴﻒ ﻟﻄﻴﻔﺔ ﻟﻄﺎف‬ nice la†iif la†iifa lu†aaf
venting it
‫ إن ﺷﺎء اﻟﻠﻪ‬If God wills. (Said in place of or with ‘yes’.) ’in šaa’ allaah.
‫ ﮐﻠﻨﺎ وﻻد ﺗﺴﻌﺔ‬We are all the children of nine. (Were all all born after nine kullina wilaad tisca
months; ultimately we’re all the same.)
‫ﺷﻮف ﺷﻐﻠﻚ‬ Look to your work. (Mind your own business.) šuuf šu¶lak.
Dialogue Assignment
1. Prepare a dialogue in which you ask a friend where he went yesterday and why (answer: because I want to ______, or in order to
______), and then he asks you the same. en ask where he wants to go tomorrow and why. Since we currently know only a few
verbs (to be, to write, to bring, to see, to come, so live, to ask, to go) your answers should probably be limited to one or more of those.
Within those limits try to be as creative as possible.
2. Next, work with a partner and pretend you are talking about their family. Ask where they went last year and what they saw.
Finally tell about your own family using the plural pronoun ‘we’.
Drills
1. Change the noun with a pronoun ending or second term of i∂aafa to an equivalent ‫ ﺑﺘﺎع‬phrase. For example, ‫ ﺳﺒﻮرﺗﻚ‬sabburtak
would become ‫ اﻟﺴﺒﻮرة ﺑﺘﺎﻋﺘﻚ‬issabbuura btactak.
‫ﻣﮑﺘﺐ ﺟﻮن‬ ‫واﺟﺒﺎت ﺳﺎﻟﻲ‬ ‫ﺳﺎﻋﺘﻬﺎ‬ ‫ﮐﺘﺎﺑﻲ‬

‫ﻃﻴﺎرة اﳌﺪﻳﺮ‬ ‫ﮐﺘﺎب اﻷﺳﺘﺎذ‬ ‫ﺷﻨﻄﺘﻚ‬ ‫ﻗﻠﻤﻚ‬
‫أوﺗﻮﺑﻴﺴﮑﻢ‬ ‫ﺑﻴﺖ اﻟﺮﺟﺎﻟﺔ اﻟﮑﻮﻳﺴﲔ‬ ‫ﺑﻠﺪﻫﻢ‬ ‫ﺣﻔﻠﺘﻨﺎ‬
2. Answer the following questions using the number in the prompt as your answer.
(٢) ‫ﺳﺄﻟﺖ ﮐﺎم ﺳﺆال؟‬ (٥٠٠) ‫ﻋﻨﺪه ﮐﺎم دوﻻر؟‬

(٢٠٠) ‫ﻓﻴﻪ ﮐﺎم ﻣﺪﻳﻨﺔ ﻓﻲ اﻟﻮﻻﻳﺔ دي؟‬ (٣) ‫ﺟﺒﺖ ﮐﺎم ﮐﺮﺳﻲ ﻣﻦ اﻟﻔﺼﻞ؟‬
3. Answer the following questions with full sentences and an appropriate means of transportation.
‫ازاي أروح ﻟﻮس أﳒﻠﺲ؟‬ ‫رﺣﺖ ﻣﺼﺮ ازاي؟‬

‫آﺟﻲ ﺑﻴﺘﻚ ازاي؟‬ ‫ﻋﺎوز ﺗﺮوح ﻧﻴﻮﻳﻮرك ازاي؟‬
‫أروح اﳉﺎﻣﻌﺔ ازاي؟‬
4. Answer the following questions by saying: no, you didn’t do that thing, but you might do it tomorrow.
Example: Prompt: ‫ ﮐﺘﺒﺖ اﻟﻮاﺟﺐ؟‬Answer: ‫ ﻣﺎﮐﺘﺒﺘﺶ اﻟﻮاﺟﺐ ﺑﺲ ﳑﮑﻦ أﮐﺘﺐ اﻟﻮاﺟﺐ ﺑﮑﺮه‬،‫ﻻ‬.
‫ﺳﺄﻟﺖ اﻷﺳﺘﺎذ اﻟﺴﺆال ده؟‬ ‫ﺳﻮزان ﺷﺎﻓﺖ اﻟﻮﻟﺪ اﻣﺒﺎرح؟‬

‫ﺷﻔﺖ اﳌﺪﻳﺮ ﻓﻲ ﻣﮑﺘﺒﻪ؟‬ ‫رﺣﺖ اﳉﺎﻣﻌﺔ اﻟﻨﻬﺎرده؟‬
‫ﮐﻨﺖ ﻓﻲ اﻟﺒﻴﺖ اﻣﺒﺎرح؟‬ ‫أﻧﻮر ﮐﺘﺐ اﺳﻤﻪ ع اﻟﻮرﻗﺔ؟‬
‫اﻟﻄﻼب ﮐﺘﺒﻮا اﻟﻮاﺟﺒﺎت؟‬ ‫راﺣﻮا ﮐﺎﻟﻴﻔﻮرﻧﻴﺎ؟‬
‫ﮐﺮﳝﺔ ﺟﺎﺑﺖ ﺷﻨﻄﺔ ﻣﻦ اﳌﮑﺘﺒﺔ؟‬
5. Change from past to present tense with ‫ﻻزم‬. For example: katabt ilkitaab. laazim ’aktib ilkitaab.
Example: Prompt: ‫ ﮐﺘﺒﺖ اﻟﮑﺘﺎب‬Answer: ‫ﻻزم أﮐﺘﺐ اﻟﮑﺘﺎب‬
.‫ﺟﺎ ﻣﻦ اﺳﮑﻨﺪرﻳﺔ‬ .‫ﺟﺎﺑﺖ ﺧﻤﺲ أﻗﻼم ﺣﻤﺮ‬

.‫ﺳﮑﻨﺖ ﻓﻲ اﳌﺪﻳﻨﺔ‬ .‫ﺟﺒﻨﺎ ﮐﺮﺳﻲ ﻣﻦ اﻟﻔﺼﻞ‬
.‫ﺷﺎف زﻣﻴﻠﻪ ﻓﻲ اﻟﺘﻠﻴﻔﻴﺰﻳﻮن‬ .‫ﺷﻔﺖ اﳌﺪﻳﺮ ﺑﺘﺎﻋﻲ ﻓﻲ ﻣﮑﺘﺒﻪ‬
.‫ﺷﻔﺘﻮا اﻷﺳﺘﺎذ‬ .‫راﺣﻮا أرﻳﺰوﻧﺎ‬
6. Translate the following phrases. Remember the rules for plural adjectives.
the Lebanese books the nice men beautiful offices
tall women the old mosques the bad people
7. Combine the two sentences first by asking someone why he did the first thing, and then by saying that you did the first in order to
accomplish the second.
Example: Prompt: .‫ ﺷﺎف اﻷﱈ اﳌﺘﺤﺪة‬.‫ راح ﻧﻴﻮﻳﻮرك‬Answer: .‫رﺣﺖ ﻧﻴﻮﻳﻮرك ﻟﻴﻪ؟ رﺣﺖ ﻧﻴﻮﻳﻮرك ﻋﺸﺎن أﺷﻮف اﻷﱈ اﳌﺘﺤﺪة‬
.‫ ﮐﺘﺐ اﺳﻤﻪ ع اﻟﻮرﻗﺔ‬.‫ﺟﺎب اﻟﻘﻠﻢ ﺑﺘﺎﻋﻪ‬ *pyramids .*‫ ﺷﺎف اﻷﻫﺮام‬.‫ﺳﮑﻦ ﻓﻲ اﻟﻘﺎﻫﺮة‬
.‫ ﺷﺎف اﳌﺪﻳﺮ ﺑﺘﺎﻋﻪ‬.‫راح ﮐﻮﻟﻮرادو‬ .‫ ﮐﺘﺐ اﻟﻮاﺟﺒﺎت ﺑﺘﺎﻋﺘﻪ‬.‫ﺟﺎ ﺑﻴﺘﻨﺎ‬
8. Change the subjects from singular to plural making any other necessary changes.
Example: Prompt: .‫ ﮐﺘﺐ اﺳﻤﻪ ع اﻟﻮرﻗﺔ‬Answer: .‫ﮐﺘﺒﻮا اﺳﻤﻬﻢ ع اﻟﻮرﻗﺔ‬
‫ﻋﺎﻳﺰ ﺗﺮوح ﻓﲔ؟‬ .‫ﺟﺎب ﮐﺘﺎﺑﻪ ﻣﻌﺎه‬

‫ﳑﮑﻦ أﺷﻮﻓﻚ ﺑﮑﺮه ﻋﺸﺎن أﺳﺄﻟﻚ ﺳﺆال؟‬ .‫ﺷﻔﺖ اﻟﻔﻴﻠﻢ ده ﻓﻲ اﻟﺴﻴﻨﻤﺎ‬
.‫راح ﺑﻴﺮوت ﻋﺸﺎن ﻳﺠﻴﺐ ﮐﺘﺐ ﻋﺮﺑﻴﺔ‬ .‫ﺳﺄﻟﺖ أﺳﺘﺎذﻫﺎ ﻋﻦ اﻟﮑﺘﺎب ﺑﺘﺎﻋﻪ‬
‫ رأى ﻳﺮى‬ra’a yara ‫ﺷﺎف ﻳﺸﻮف‬ šaaf yišuuf
‫ﻷن‬ li’anna ‫ﻋﺸﺎن‬ c

ašaan
‫ﻣﺎ رأﻳﻚ؟‬ maa ra’yuka? ‫أﻳﻪ رأﻳﻚ؟‬ ’eeh ra’yak
‫اﻧﺘﻢ‬ ’antum ‫اﻧﺘﻮ‬ intu
‫ﻧـﺤـﻦ‬ na˙nu ‫اﺣﻨﺎ‬ i˙na
‫ﻃﺎﺋﺮة ﻃﺎﺋﺮات‬ †aa’ira †aa’iraat ‫ﻃ ّﻴﺎرة ﻃ ّﻴﺎرات‬ †ayyaara †ayyaraat
‫ذﻫﺐ ﻳﺬﻫﺐ‬ ðahaba yaðhabu ‫راح ﻳﺮوح‬ raa˙ yiruu˙
‫ﳌﺎذا؟‬ limaaða? ‫ﻟﻴﻪ؟‬ leeh?
‫ﻫﮑﺬا‬ haakaða ‫ﮐﺪه‬ kida
‫أﻟﻴﺲ ﮐﺬﻟﻚ؟‬ ’alaysa kaðaalika ‫ﻣﺶ ﮐﺪه‬ miš kida
EA 7 Language Notes
1. e Tag Question ‫ﻣﺶ ﮐﺪه‬
Any statement can be turned into a question by appending ‫ ﻣﺶ ﮐﺪه‬to the end of what was said. for example: ،‫اﻧﺖ ﻣﻦ ﺑﻴﺮوت‬
‫ ﻣﺶ ﮐﺪه؟‬- You are from Beirut, aren’t you?
2. One Hundred
Like the numbers 3-10, the form for 100— ‫ ﻣﻴﺔ‬miyya—takes a different form when it is followed by a noun. is form is: ‫ﻣﻴﺖ‬
miit. It takes a singular noun. us, by itself you say ‫ﻣﻴﺔ‬, but to say 100 books you say: ‫ ﻣﻴﺖ ﮐﺘﺎب‬miit kitaab. e same is true
for numbers 300-900. For example:
‫ ﺗﻠﺘﻤﻴﺔ‬300
‫ ﺗﻠﺘﻤﻴﺖ راﺟﻞ‬300 men
3. e prefix ‘bi’
e preposition ‫‘ ﺑِـ‬bi’ is often used like the preposition ‫‘ ﻓﻲ‬fi’ , to mean ‘in’. It is also used to mean ‘with’ and ‘by’, specifically
when describing means of transportation. us you go somewhere:
‫ ﺑﺎﻷوﺗﻮﺑﻴﺲ‬by bus
‫ ﺑﺎﻟﻄ ّﻴﺎرة‬by plane
‫ ﺑﺎﻟﻌﺮﺑﻴﺔ‬by car
4. Plural verb forms: Past Tense

e plural forms of the perfect verb have the following suffixes:
Pronoun Ending Verb Form Verb Form Ending Pronoun
‫ﻫﻢ‬ ‫وا‬ ‫ﮐﺘﺒﻮا‬ katabu -u they
‫اﻧﺘﻮ‬ ‫ﺗﻮا‬ ‫ﮐﺘﺒﺘﻮا‬ katabtu -tu you (pl)
‫اﺣﻨﺎ‬ ‫ﻧﺎ‬ ‫ﮐﺘﺒﻨﺎ‬ katabna -na we
e ‘you (pl)’ form is always pronounced with the suffix ‫– ﺗﻮ‬tu, but it is sometimes written ‫– ﰎ‬tum to match the fuß˙a form.
e ‘they’ form ends in a silent alif, which is dropped when a pronoun ending OR the negative marker ‫ش‬...‫ ﻣﺎ‬ma….š is
added.
‫ﻣﲔ ﮐﺘﺐ اﻟﻮرﻗﺔ دي؟‬ Who wrote this paper?
.‫ﻫﻢ ﮐﺘﺒﻮﻫﺎ‬ ey wrote it.
‫ﻫﻢ ﮐﺘﺒﻮا اﻟﻮرﻗﺔ دي؟‬ ey wrote this paper?
.‫ﻫﻢ ﻣﺎﮐﺘﺒﻮش اﻟﻮرﻗﺔ دي‬ ey didn’t write this paper.

5. Plural Suffix Pronoun Endings
As you learned in Lesson 4, possessive pronouns, meaning ‘my,’ ‘your,’ ‘his,’ ‘her,’ etc. are S P, meaning that
they never stand alone, but rather are always attached to the noun they go with. Here are the plural suffix pronoun endings,
meaning ‘your’ (you pl.) ‘their’ and ‘our’. e basic forms of these pronouns, attached to the word ‫‘ ﮐﺘﺎب‬book’ are:
Independent Pronoun Suffix Pronoun Attached to ‫ﮐﺎﺗﺐ‬ Meaning
‫ ﻫﻢ‬humma ‫ ـﻬﻢ‬-hum ‫ ﮐﺘﺎﺑﻬﻢ‬kitabhum their book
‫ اﻧﺘﻮ‬intu ‫ ـﮑﻮ‬-ku ‫ ﮐﺘﺎﺑﮑﻮ‬kitabku your (pl) book
‫ اﺣﻨﺎ‬i˙na ‫ ـﻨﺎ‬-na ‫ ﮐﺘﺎﺑﻨﺎ‬kitabna our book
Since each of these pronoun endings begins with a consonant, they stay the same as above when added to a word like ‫ﮐﺮﺳﻲ‬
which ends in a vowel (still causing the vowel to lengthen, of course). However, when added to a word that ends in two
consonants, like ‫ اﺳﻢ‬or ‫ﻋﻨﺪ‬, a helping vowel is added, u for -hum and -kum and i for -na.
‫ ﻋﻨﺪﻫﻢ‬canduhum ‫ ﮐﺮﺳﻴﻬﻢ‬kursiihum
‫ ﻋﻨﺪﮐﻮ‬canduku ‫ ﮐﺮﺳﻴﮑﻮ‬kursiiku
‫ ﻋﻨﺪﻧﺎ‬candina ‫ ﮐﺮﺳﻴﻨﺎ‬kursiina
6. Expressing Possession with ‫‘ ﺑﺘﺎع‬belonging to’

An alternate way to express possession (other than using an I∂aafa) is to use the adjective ‫ﺑﺘﺎع‬. Remember that an I∂aafa is
formed by simply putting two nouns together, and leaving the definite article off the first (changing the -a to -it if the first is
feminine), as in ‫‘ ﺣﻔﻠﺔ اﻷﺳﺘﺎذ‬the party of the professor, the professor’s party.’ To express the same idea with a ‫ ﺑﺘﺎع‬phrase, you
must make the first noun definite, then say ‫ ﺑﺘﺎع‬followed by the second noun: ‫‘ اﳊﻔﻠﺔ ﺑﺘﺎﻋﺔ اﻷﺳﺘﺎذ‬the party of the professor,
the professor’s party.’ Since the form ‫ ﺑﺘﺎع‬is an adjective, it must agree with the noun that comes before it. However, since it is
always considered to be in construct state, the feminine form ‫ ﺑﺘﺎﻋﺔ‬is never pronounced bitaaca; it is only said as bitaacit. Other
examples of ‫ﺑﺘﺎع‬:
‫ اﻟﻘﻤﻴﺺ ﺑﺘﺎع اﻟﻄﺎﻟﺐ‬the student’s shirt

‫ اﻟﮑﺘﺎب ﺑﺘﺎع اﻟﺒﻨﺖ‬the girl’s book
‫ اﻟﺸﻨﻄﺔ ﺑﺘﺎﻋﺔ اﻟﺮاﺟﻞ‬the man’s bag
‫ اﻷوﺗﻮﺑﻴﺴﺎت ﺑﺘﻮع اﳉﺎﻣﻌﺔ‬the university’s busses
‫ ﺑﺘﺎع‬may also be used with pronoun endings. Instead of attaching the endings onto the noun directly, you attach them to the
‫ ﺑﺘﺎع‬form. Note that the ‫ ﺑﺘﺎع‬form still agrees with the noun it follows, and that regular phonological rules - dropping short i
and shortening long vowels - still apply. Examples:
‫ اﻟﮑﺘﺎب ﺑﺘﺎﻋﻲ‬my book

‫ اﻟﺸﻨﻄﺔ ﺑﺘﺎﻋﺘﻬﺎ‬her bag
‫ اﳊﻔﻠﺔ ﺑﺘﺎﻋﺘﻚ‬your party
It is also possible to use a ‫ ﺑﺘﺎع‬phrase in a predicate (after the ‘is,’ so to speak). In this case, it means ‘belongs to’:
.‫ اﻟﻘﻠﻢ ده ﺑﺘﺎﻋﻲ‬is pen belongs to me. (is pen is mine.)
is sentence literally means something like,‘is pen is of me.’
Although in some cases the use of the I∂aafa and the ‫ ﺑﺘﺎع‬phrase are interchangeable, in actual practice they tend to be used
differently. I∂aafas and pronoun endings are used mainly to express what is known as  . is is for
those things that you cannot normally get rid of: your name, your arm or other body parts, your mother or other relatives, etc.
e ‫ ﺑﺘﺎع‬phrase, on the other hand, is most commonly used to express what is known as  —things
that you can give away or otherwise get rid of: your book, your house, your pen. us, you most commonly hear ‫‘ اﺳﻤﻚ‬your
name’ and ‫‘ ﺑﻨﺘﻪ‬his daughter,’ but ‫‘ اﻟﮑﺘﺎب ﺑﺘﺎﻋﻚ‬your book’ and ‫‘ اﳊﻔﻠﺔ ﺑﺘﺎﻋﺘﻬﺎ‬her party.’
7. Present Tense Verbs

Unlike the past or perfect tense, which uses suffixes, the present or  tense uses prefixes added to the imperfect
stem. e forms of the present for the verb ‫‘ ﮐﺘﺐ ﻳﮑﺘﺐ‬to write’ are:
Plural Forms Singular Forms Singular Forms Plural Forms

Pronoun Pronoun Affixes Affixes
‫ﻫﻢ‬ ‫ﻳﮑﺘﺒﻮا‬ ‫ﻳﮑﺘﺐ‬ ‫ﻫﻮ‬ yi- yiktib yiktibu yi- ... -u
‫اﻧﺘﻮ‬ ‫ﺗﮑﺘﺒﻮا‬ ‫ﺗﮑﺘﺐ‬ ‫ﻫﻲ‬ ti- tiktib tiktibu ti- ... -u
‫اﺣﻨﺎ‬ ‫ﻧﮑﺘﺐ‬ ‫ﺗﮑﺘﺐ‬ ‫اﻧﺖ‬ ti- tiktib niktib ni-
‫ﺗﮑﺘﺒﻲ‬ ‫اﻧﺘﻲ‬ ti- .... -i tiktibi
‫أﮐﺘﺐ‬ ‫أﻧﺎ‬ ’a- ’aktib
e present tense stem is obviously related to the past tense stem, but it is not strictly predictable from it. erefore, you
must learn both the present and past tense stems of a verb. is is how they are presented in the vocabulary lists. us, once
you know that ‘to see’ has the two forms ‫ ﺷﺎف‬and ‫ﻳﺸﻮف‬, you can predict the other past and present tense form from those two
forms.
I’m not very hungry
Restaurant/Service Encounter Words Food Words
‫ﺟﺮﺳﻮن‬ waiter garsoon ‫ﺟﻌﺎن ﺟﻌﺎﻧﲔ‬ hungry gacaan gacaniin
‫ر ّﻳﺲ‬ boss* rayyis ‫أﮐﻞ‬ food ’akl
‫أﻓﻨﺪم‬ yes?; sir? ’afandim ‫ﮐﺒﺎب‬ kabab kabaab
‫ﻟﻮ ﺳﻤﺤﺖ‬ please law sama˙t ‫ﻓﺮاخ‬ chicken firaax
‫ﻫﺎت‬ bring! haat (‫ﺳﻨﺪوﻳﺘﺶ )ات‬ sandwich sandwitš (aat)
‫ﻣﺘﺄﺳﻔﲔ‬
ّ ‫ﻣﺘﺄﺳﻒ‬
ّ sorry mit’assif mit’assifiin ‫روزﺑﻴﻒ‬ roast beef rozbiif
‫ﺣﺎﺿﺮ‬ OK (to request) ˙aa∂ir ‫ﻣﺦ‬ brain muxx
‫ﺑﻴﻪ‬ Bey (high term) beeh ‫ﮐﺒﺪة‬ liver kibda
‫ﺧﺪﻣﺔ‬ service xidma ‫ﺟﺒﻨﺔ‬ cheese gibna
‫ﻣﺘﺸ ّﮑﺮ ﻣﺘﺸ ّﮑﺮﻳﻦ‬ thanks mitšakkir mitšakkiriin ‫ﻋﺼﻴﺮ‬ juice aßiir
c
‫ﺣﺴﺎب‬ bill ˙isaab ‫ﻣﻨﺠﺔ‬ mango manga
‫زي ﺑﻌﻀﻪ‬ no big deal zayyi bac∂u ‫ﺑﺮﺗﻘﺎن‬ orange burtu’aan
‫ﻣﺶ ﻣﺸﮑﻠﺔ‬ no problem miš muškila ‫ﺑﻴﺾ‬ eggs bee∂
‫ﻣﻄﻌﻢ ﻣﻄﺎﻋﻢ‬ restaurant ma†cam ma†aacim ‫ﻋﻴﺶ‬ bread ciiš
‫ﺑﻘﺸﻴﺶ‬ tip ba’šiiš ‫ﺑﻄﺎﻃﺲ‬ potato ba†aa†is
‫ﲢﺖ أﻣﺮك‬ at your service ta˙t ’amrak ‫ﳊﻤﺔ‬ meat la˙ma
‫ﻗﻬﻮة‬ coffee ’ahwa

Verbs Based on Old Words
‫ﺷﺎي‬ tea šaay
‫ﻓﻄﺮ ﻳﻔﻄﺮ‬ to eat breakfast fi†ir yif†ar
‫ﻣﻴﺔ‬ water mayya
‫ﻋﺮف ﻳﻌﺮف‬ to know irif yicraf
c
‫ﻟﱭ‬ milk laban

‫ﻓﻬﻢ ﻳﻔﻬﻢ‬ to understand fihim yifham
‫درس ﻳﺪرس‬ to study daras yidris Other Words
‫ﻟﺒﺲ ﻳﻠﺒﺲ‬ to put on, wear libis yilbis ‫ﺣﻮاﻟﻲ‬ approximately ˙awaali
‫ﻓﺘﺢ ﻳﻔﺘﺢ‬ to open fata˙ yifta˙ ‫أﺑﻴﺾ ﺑﻴﻀﺎ ﺑﻴﺾ‬ white ’abya∂ bee∂a bii∂
‫ﻗﻔﻞ ﻳﻘﻔﻞ‬ to close ’afal yi’fil ‫إﺳﻮد ﺳﻮدا ﺳﻮد‬ black ’iswid sooda suud
‫ﻗﺮا ﻳﻘﺮا‬ to read ’ara yi’ra ‫ﻓﻲ اﳊﻘﻴﻘﺔ‬ in fact fi l˙a’ii’a
‫ﺗﺎﻧﻲ‬ second, again, other taani
New Verbs
‫ل‬ to li
‫ﻳﺤﺐ‬
ّ ‫ﺣﺐ‬
ّ to love, to like ˙abb yi˙ibb
‫ﻳﻌﻨﻲ‬ (filler word) yacni
‫ﮐﻞ ﻳﺎﮐﻞ‬ to eat kal yaakul
‫ﺷﺮب ﻳﺸﺮب‬ to drink širib yišrab
*term of address used to lower class service personnel
‫ادى ﻳﺪي‬ to give idda yiddi
‫ﻧﺴﻲ ﻳﻨﺴﻰ‬ to forget nisi yinsa
‫ اﳉﻌﺎن ﻳﺤﻠﻢ ﺑﺴﻮق اﻟﻌﻴﺶ‬e hungry man dreams of the bread market (our ambitions ilgacaan yi˙lim bisuu’ ilciiš
are determined by our life situation).
‫ﮐﻠﺖ ﻣﺨﻪ‬ I ate his brain. (I took him in, fooled him.) kalt muxxu
‫ ﮐﻠﺖ ﻣﻌﺎه ﻋﻴﺶ وﻣﻠﺢ‬I ate bread and salt with him. (We are really close.) kalt macaah ciiš wimil˙
Dialogue Assignment
Write a dialogue between a waiter, you and your date. Find out what food is available and then order.
Drills
1. Answer the questions, negating the past tense question and then answering positively for the future. Choose different days of the
week for each answer.
Example: Prompt: ‫ ﺷﺮﺑﺖ ﻗﻬﻮة ﻋﺮﺑﻴﺔ اﻣﺒﺎرح؟‬Answer: .‫ إن ﺷﺎء اﻟﻠﻪ‬،‫ ﺑﺲ ﺣﺎﺷﺮب ﻗﻬﻮة ﻋﺮﺑﻴﺔ ﻳﻮم اﳋﻤﻴﺲ‬،‫ ﻣﺎﺷﺮﺑﺘﺶ ﻗﻬﻮة ﻋﺮﺑﻴﺔ اﻣﺒﺎرح‬،‫ﻻء‬
‫اﻟﻄﻼب ﺣﺒﻮا اﻟﻮاﺟﺒﺎت؟‬ ‫ﻓﺘﺤﺖ اﻟﺸﺒﺎك؟‬ ‫ﺳﻤﻴﺮة ﻓﻄﺮت اﻟﻨﻬﺎرده اﻟﺼﺒﺢ؟‬ ‫اﻧﺖ ﺷﻔﺖ اﻷﺳﺘﺎذ؟‬
‫ﻓﻬﻤﺖ اﻟﺪرس؟‬ ‫ادﻳﺖ اﻟﮑﺘﺎب ﻟﺴﻤﻴﺮ؟‬ ‫ﻧﺒﻴﻞ ﻧﺴﻲ اﻟﻌﺠﻠﺔ اﳉﺪﻳﺪة ﺑﺘﺎﻋﺘﻪ؟‬ ‫ﻗﺮوا اﻟﮑﺘﺎب اﻷﺑﻴﺾ؟‬
2. Tell what these people like to do, using the following prompts. Use the verb ‫ ﺣﺐ ﻳﺤﺐ‬and the verbal prefix ‫ﺑـ‬.
I to see my mother.
he to read the Quran.
she to understand everything.
they to open the window.
we to go to the university with our friends.
he to eat potatoes and drink tea.
she to study Arabic.
you (pl) to eat breakfast at the McDonalds restaurant.
3. Translate the following sentences.
I forgot to bring the sandwiches and milk.
He didn’t come because he forgot his appointment.
ey read the old book last year.
We forgot to do our homework on Friday.
She likes to go to the new restaurant.
We gave the bill to the Lebanese professor.
4. Negate the following sentences. Remember that different tenses are negated differently.
.‫ﺣﺎروح ﻟﺒﻨﺎن اﻷﺳﺒﻮع اﻟﻠﻲ ﺟﺎي‬ .‫ﺷﺮﻳﻒ ﺑﻴﺎﮐﻞ ﻓﺮاخ ﮐﻞ ﻟﻴﻠﺔ‬

.‫اﻟﻄﻼب ﺑﻴﺤﺒﻮا ﻳﺪرﺳﻮا ﻋﺮﺑﻲ‬ .‫ﺳﻮزان ﻋﺎوزة ﺗﺸﺮب ﻣﻴﺔ دﻟﻮﻗﺘﻲ‬
‫ﳑﮑﻦ ﺗﻴﺠﻲ ﻳﻮم اﳋﻤﻴﺲ؟‬ .‫أﻧﺎ ﻻزم أروح ﻣﻊ ﺳﻤﻴﺮ اﳌﮑﺘﺒﺔ‬
‫ﺣﻴﻘﺮا اﻟﮑﺘﺎب ﻗﺒﻞ اﻻﺟﺘﻤﺎع‬
5. Change the following sentences from past or present to future. Use words like ‘tomorrow’, ‘next week’ and ‘next year’.
.‫ﻫﻲ ﻗﻔﻠﺖ اﻟﺸﺒﺎك اﻣﺒﺎرح‬ .‫أﻧﺎ رﺣﺖ اﻟﺴﻴﻨﻤﺎ ﻋﺸﺎن أﺷﻮف اﻟﻔﻴﻠﻢ اﻷﺑﻴﺾ واﻹﺳﻮد‬
.‫اﺣﻨﺎ ﺷﻔﻨﺎ اﳌﺪﻳﺮ‬ .‫ﻫﻢ ﺑﻴﻴﺠﻮا اﳌﻄﻌﻢ ﮐﻞ ﻳﻮم أرﺑﻊ‬
6. Habitual vs. Continuous. Use the following prompts to help you create one sentence that means habitual and one that means
continuous. For the habitual sentence, use phrases like ‘every day, every year,’ and for the continuous sentences use a word like ‘now.’
Example: Prompt: to open / she / the door. Answer: (habitual) .‫( ﻫﻲ ﺑﺘﻔﺘﺢ اﻟﺒﺎب ﮐﻞ ﻳﻮم‬continuous) .‫ﻫﻲ ﺑﺘﻔﺘﺢ اﻟﺒﺎب دﻟﻮﻗﺘﻲ‬
Meaning: (habitual) She opens the door every day. (continuous) She is opening the door right now.
he / the black book / to read
pants / to wear / they
to eat breakfast / I / in the restaurant
we / to study / Arabic
EA 8 Language Notes
In lesson 7 you learned the present tense (imperfect) forms of verbs. e first three language notes present three different
ways that the present tense forms are used.
1. Present tense Verbs with ‫‘ ﺑِـ‬bi’

e present tense forms are used with the prefix ‫ ﺑِـ‬bi- as the default form, i.e. when the meaning is either 
present tense (as in ‘I am writing now’) or  present tense (as in I [usually, always, every day, every week, etc.] write’).
Usually, if there is not a reason to use a different form, then you should use the bi- prefix. e bi- prefix is simply added to the
plain forms you have learned. However, with the form that conjugates to agree with the pronoun ‫أﻧﺎ‬, the ‘i’ of the bi- prefix is
replaced by the ‘a’ of the form: bi-aktib becomes baktib. Here are all the forms of the verb ‫ ﮐﺘﺐ ﻳﮑﺘﺐ‬in the present tense with
the bi- prefix.
Plural Forms Pronoun Singular Forms Pronoun

biyiktibu ‫ﺑﻴﮑﺘﺒﻮا‬ ‫ﻫﻢ‬ biyiktib ‫ﺑﻴﮑﺘﺐ‬ ‫ﻫﻮ‬
bitiktib ‫ﺑﺘﮑﺘﺐ‬ ‫ﻫﻲ‬
bitiktibu ‫ﺑﺘﮑﺘﺒﻮا‬ ‫اﻧﺘﻮ‬ bitiktib ‫ﺑﺘﮑﺘﺐ‬ ‫اﻧﺖ‬
bitiktibi ‫ﺑﺘﮑﺘﺒﻲ‬ ِ
‫اﻧﺖ‬
biniktib ‫ﺑﻨﮑﺘﺐ‬ ‫اﺣﻨﺎ‬ baktib ‫ﺑﺎﮐﺘﺐ‬ ‫أﻧﺎ‬
Examples:
.‫ ﺑﺎﮐﺘﺐ ﮐﺘﺎب ﮐﻞ ﺳﻨﺔ‬I write a book every year.

.‫ ﻫﻮ ﺑﻴﮑﺘﺐ اﻟﻮاﺟﺒﺎت ﺑﺘﺎﻋﺘﻪ دﻟﻮﻗﺘﻲ‬He is writing his homework right now.
In general, in Egyptian Arabic, a short ‘i’ is dropped when it doesn’t create a sequence of three consonants in the middle of a
word, or of two at the beginning or end of a word. In a form like ‘biyiktib’, none of the ‘i’s can be dropped. With hollow verbs,
however, since the stem begins with just one consonant, the second ‘i’ can be, and therefore must be, dropped. us, bi-ti-šuuf
becomes bi-t-šuuf. Here is the entire present tense conjugation of the hollow verb ‫ ﺷﺎف ﻳﺸﻮف‬with the bi- prefix:
Plural Forms Pronoun Singular Forms Pronoun

biyšuufu ‫ﺑﻴﺸﻮﻓﻮا‬ ‫ﻫﻢ‬ biyšuuf ‫ﺑﻴﺸﻮف‬ ‫ﻫﻮ‬
bitšuuf ‫ﺑﺘﺸﻮف‬ ‫ﻫﻲ‬
bitšuufu ‫ﺑﺘﺸﻮﻓﻮا‬ ‫اﻧﺘﻮ‬ bitšuuf ‫ﺑﺘﺸﻮف‬ ‫اﻧﺖ‬
bitšuufi ‫ﺑﺘﺸﻮﻓﻲ‬ ِ
‫اﻧﺖ‬
binšuuf ‫ﺑﻨﺸﻮف‬ ‫اﺣﻨﺎ‬ bašuuf ‫ﺑﺎﺷﻮف‬ ‫أﻧﺎ‬
2. Future tense
e present tense forms are used with the prefix ˙a- when the meaning is . Here are the forms of the future for the
verb ‫‘ ﮐﺘﺐ ﻳﮑﺘﺐ‬to write’ and the verb ‫‘ ﺷﺎف ﻳﺸﻮف‬to see’.
Future Forms of ‫ﺷﺎف‬ Future Forms of ‫ﮐﺘﺐ‬
˙ayšuufu ‫ﺣﻴﺸﻮﻓﻮا‬ ˙ayšuuf ‫ﺣﻴﺸﻮف‬ ˙ayiktibu ‫ﺣﻴﮑﺘﺒﻮا‬ ˙ayiktib ‫ﺣﻴﮑﺘﺐ‬
˙atšuuf ‫ﺣﺘﺸﻮف‬ ˙atiktib ‫ﺣﺘﮑﺘﺐ‬
˙atšuufu ‫ﺣﺘﺸﻮﻓﻮا‬ ˙atšuuf ‫ﺣﺘﺸﻮف‬ ˙atiktibu ‫ﺣﺘﮑﺘﺒﻮا‬ ˙atiktib ‫ﺣﺘﮑﺘﺐ‬
˙atšuuf ‫ﺣﺘﺸﻮﻓﻲ‬ ˙atiktibi ‫ﺣﺘﮑﺘﺒﻲ‬
˙anšuuf ‫ﺣﻨﺸﻮف‬ ˙ašuuf ‫ﺣﺎﺷﻮف‬ ˙aniktib ‫ﺣﻨﮑﺘﺐ‬ ˙aktib ‫ﺣﺎﮐﺘﺐ‬
Examples:
‫ ﺣﺘﺸﻮﻓﻮا اﻟﻔﻴﻠﻢ اﻣﺘﻰ؟‬When will you see the film?

.‫ ﺣﻨﺸﻮف اﻟﻔﻴﻠﻢ اﻟﺴﺎﻋﺔ ﺗﺴﻌﺔ وﻧﺺ‬We will see the film at 9:30.
3. Plain present tense

Present tense verbs are used ‘plain,’ (i.e. with neither the bi- nor the ˙a- prefix) when used with  and similar words like
‫ﻻزم‬, ‫ﻋﺸﺎن‬, ‫ ﻋﺎوز‬and ‫ﳑﮑﻦ‬. For example:
‫اﻧﺖ ﻋﺎوز ﺗﻴﺠﻲ ﻣﻌﺎﻳﺎ؟‬ Do you want to come with me?
.‫ﻫﻲ ﻻزم ﲡﻴﺐ اﻟﮑﺘﺎب ﺑﮑﺮه‬ She must bring the book tomorrow.
.‫ﻫﻮ ﻋﺎوز ﻳﺸﻮف اﻟﻔﻴﻠﻢ ده‬ He wants to see that film.
.‫ﳑﮑﻦ أروح ﻣﺼﺮ ﻋﺸﺎن أﺷﻮف ﺻﺎﺣﺒﻲ‬ I might go to Egypt so that I can see my friend.
If a plain imperfect is used without one of these words, it is still necessary to translate it as if one were present. For example:
‫ ﺗﻴﺠﻲ اﻟﺴﻴﻨﻤﺎ ﻣﻌﺎﻳﺎ؟‬Would you like to come to the cinema with me?
‫ آﺟﻲ ﻣﻌﺎك؟‬Could/Should I come with you?
‫ ﺗﺸﺮب ﺣﺎﺟﺔ؟‬Would you like something to drink?
ere is, therefore, a clear difference in meaning between a sentence like ‫ﺑﺘﺸﺮب ﻗﻬﻮة؟‬, which means something like ‘do you
[habitually] drink coffee?’ and ‫ﺗﺸﺮب ﻗﻬﻮة؟‬, which is closer to ‘would you like to drink coffee (now)?’.
4. Negation of the present tense forms

Present tense forms with modals, (as in 3), are usually negated by negating the modal with ‫ﻣﺶ‬.
.‫ ﻣﺶ ﳑﮑﻦ أﻟﺒﺲ اﻟﻘﻤﻴﺺ ده‬I can’t wear that shirt.

.‫ ﻣﺶ ﻻزم ﺗﻴﺠﻲ ﺑﮑﺮه‬You don’t have to come tomorrow.
.‫ ﻫﻲ ﻣﺶ ﻋﺎوزة ﺗﮑﺘﺐ اﻟﻮاﺟﺐ‬She doesn’t want to write the homework.
Future forms with ˙a-, (as in 2), are also negated with ‫ﻣﺶ‬. Examples:
.‫ ﻣﺶ ﺣﻴﺴﮑﻦ ﻓﻲ ﻣﺼﺮ وﻻ ﻓﻲ ﻟﺒﻨﺎن‬He won’t live in Egypt or Lebanon.

.‫ ﻣﺶ ﺣﺎﻧﺴﻰ اﺳﻤﻚ ﺗﺎﻧﻲ‬I won’t forget your name again.
.‫ ﻣﺶ ﺣﻨﺸﻮف اﻟﻔﻴﻠﻢ ده‬We won’t see that film.
Present tense forms with the bi- prefix (as in 1), however, are normally negated with the normal ma....š particle, just like past
tense verbs.
.‫ ﻣﺎﺑﺎروﺣﺶ ﮐﻞ ﻳﻮم‬I don’t go every day.

.‫ ﻣﺎﺑﻴﻔﻬﻤﺶ اﻟﮑﻠﻤﺔ دي‬He doesn’t understand this word.
.‫ ﻣﺎﺑﻨﺸﺮﺑﺶ ﻗﻬﻮة‬We don’t drink coffee.
However, these forms are also occasionally negated with ‫ﻣﺶ‬. As a rule of thumb, use ma...š for these forms, but don’t be
surprised if you see ‫ ﻣﺶ‬as well.
5. Verbs at End in Vowels

Verbs that end in vowels, like ‫ﺟﺎ ﻳﻴﺠﻲ‬, ‫ﻧﺴﻲ ﻳﻨﺴﻰ‬, ‫ ﻗﺮا ﻳﻘﺮا‬and ‫ا ّدى ﻳ ّﺪي‬, (to come, to forget, to read, and to give) are called
 or  verbs. ey conjugate slightly differently from sound verbs because of the way the final vowels interact
with the suffixes.
e problem is that some of the suffixes added when a verb is conjugated begin with a vowel (-it, i, u) and since the verb
stem itself ends in a vowel this puts the two vowels next to each other. In Arabic, there can never be two vowels in a row,
so something has to give. e general rule (to which there are some exceptions) is that the vowel of the ending replaces the
vowel on the end of the stem. For example: ’ara + -it becomes ’arit, with the ending ‘eating’ the vowel on the end of the stem.
When the ending begins with a consonant, changes also take place. is is because weak verbs are‘hiding’ an underlying vowel
which disappears when there is no ending, but which can reappear when an ending is added. e idea would be that there
is a ‘y’ hiding near the end of the form ’ara, and that when an ending like t is added, that ‘y’ exerts it’s influence, changing the
form for ‘I read’ from ’araat to ’areet. To summarize, therefore, when you have a weak stem, a suffix beginning with a vowel will
completely wipe out the vowel on the end of the stem, while a suffix beginning with a consonant will change the vowel (in this
case from a to ee). Since there are forms in which there is no suffix, you also get forms with the a. Study this chart of the past
and present forms of the verb ‫‘ ﻗﺮا ﻳﻘﺮا‬to read’.
Present Forms of ‫ﻗﺮا‬ Past Forms of ‫ﻗﺮا‬

yi’ru ‫ﻳﻘﺮوا‬ yi’ra ‫ﻳﻘﺮا‬ ’aru ‫ﻗﺮوا‬ ’ara ‫ﻗﺮا‬
ti’ra ‫ﻳﻘﺮا‬ ’arit ‫ﻗﺮت‬
ti’ru ‫ﺗﻘﺮوا‬ ti’ra ‫ﺗﻘﺮا‬ ’areetu ‫ﻗﺮﻳﺘﻮا‬ ’areet ‫ﻗﺮﻳﺖ‬
ti’ri ‫ﺗﻘﺮي‬ ’areeti ‫ﻗﺮﻳﺘﻲ‬
ni’ra ‫ﻧﻘﺮا‬ ’a’ra ‫أﻗﺮا‬ ’areena ‫ﻗﺮﻳﻨﺎ‬ ’areet ‫ﻗﺮﻳﺖ‬
Examples of this verb in use:

.‫ ﺑﺎﻗﺮا اﻟﮑﺘﺎب اﻷﺧﻀﺮ ﮐﻞ ﻳﻮم‬I read the green book every day.
‫ ﻗﺮﻳﺖ أﻳﻪ اﻣﺒﺎرح؟‬What did you read yesterday?
e main exception referred to above involves weak verbs ending in i. is i changes to y only in the case of the hiyya and
humma perfect forms: nisyit and nisyu. In other cases where the ending starts with a vowel, the i drops, just like the a above.
If the ending begins with a consonant, the i lengthens to ii. For example, study the forms of the verb‫‘ ﻧﺴﻲ ﻳﻨﺴﻰ‬to forget.’
Present Forms of ‫ﻧﺴﻲ‬ Past Forms of ‫ﻧﺴﻲ‬

yinsu ‫ﻳﻨﺴﻮا‬ yinsa ‫ﻳﻨﺴﻰ‬ nisyu ‫ﻧﺴﻴﻮا‬ nisi ‫ﻧﺴﻲ‬
tinsa ‫ﺗﻨﺴﻰ‬ nisyit ‫ﻧﺴ ِﻴﺖ‬
tinsu ‫ﺗﻨﺴﻮا‬ tinsa ‫ﺗﻨﺴﻰ‬ nisiitu ‫ﻧﺴﻴﺘﻮا‬ nisiit ‫ﻧﺴﻴﺖ‬
tinsi ‫ﺗﻨﺴﻲ‬ nisiiti ‫ﻧﺴﻴﺘﻲ‬
ninsa ‫ﻧﻨﺴﻰ‬ ’ansa ‫أﻧﺴﻰ‬ nisiina ‫ﻧﺴﻴﻨﺎ‬ nisiit ‫ﻧﺴﻴﺖ‬
Examples:
.‫ ﻧﺴﻴﺖ اﻟﻘﻠﻢ ﺑﺘﺎﻋﻲ‬I forgot my pen.

.‫ ﻫﻮ ﺑﻴﻨﺴﻰ اﻟﮑﺘﺎب ﺑﺘﺎﻋﻪ ﮐﻞ ﻳﻮم‬He forgets his book every day.
e word ‫‘ ﺟﺎ ﻳﻴﺠﻲ‬to come’ is slightly irregular:
Present Forms of ‫ﺟﺎ‬ Past Forms of ‫ﺟﺎ‬

yiigu ‫ﻳﻴﺠﻮا‬ yiigi ‫ﻳﻴﺠﻲ‬ gum, gu ‫ ﺟﻮا‬،‫ﺟﻢ‬ ga ‫ﺟﺎ‬
tiigi ‫ﺗﻴﺠﻲ‬ gat ‫ﺟﺖ‬
tiigu ‫ﺗﻴﺠﻮا‬ tiigi ‫ﺗﻴﺠﻲ‬ geetu ‫ﺟﻴﺘﻮا‬ geet ‫ﺟﻴﺖ‬
tiigt ‫ﺗﻴﺠﻲ‬ geeti ‫ﺟﻴﺘﻲ‬
niigi ‫ﻧﻴﺠﻲ‬ ’aagi ‫آﺟﻲ‬ geena ‫ﺟﻴﻨﺎ‬ geet ‫ﺟﻴﺖ‬
Examples:
‫ اﻧﺖ ﺟﻴﺖ ﻣﻦ اﳉﺎﻣﻌﺔ؟‬Did you come from the university?

.‫ ﺑﻨﻴﺠﻲ اﳌﮑﺘﺒﺔ ﮐﻞ ﻳﻮم‬We come to the library every day.
6. e verb ّ‫ﺣﺐ ﻳﺤﺐ‬
ّ as a modal
ّ can function as a modal, followed by a verb with no bi- prefix: ‫ﺑﺘﺤﺐ ﺗﺎﮐﻞ أﻳﻪ؟‬
e verb ّ‫ﺣﺐ ﻳﺤﺐ‬ ّ ‘What would you like to eat?’
.‫ ﺑﺎﺣﺐ آﮐﻞ ﳊﻤﺔ وﻣﺦ‬I like to eat meat and brains.

.‫ ﺑﻴﺤﺐ ﻳﺸﺮب ﻗﻬﻮة‬He likes to drink coffee.
Note: Other verbs have a similar function. For example:
.‫ ﻧﺴﻴﺖ أﮐﺘﺐ اﻟﻮاﺟﺒﺎت‬I forgot to write the homework.

.‫ ﻧﺴﻲ ﻳﺠﻴﺐ اﻟﻘﻠﻢ ﺑﺘﺎﻋﻪ اﻟﻨﻬﺎرده‬He forgot to bring his pen today.
What about this weather?
Seasons Other Words
‫ﻓﺼﻞ ﻓﺼﻮل‬ season faßl fußuul ّ ‫ﻣﺶ‬

‫ﺑﻄﺎل‬ not bad miš ba††aal
‫رﺑﻴﻊ‬ spring rabiic ‫ﮐﺘﻴﺮ‬ a lot kitiir
‫ﺻﻴﻒ‬ summer ßeef ‫ﺷﻮﻳﺔ‬ a little šiwayya
‫ﺧﺮﻳﻒ‬ autumn xariif ‫ﺧﺎﻟﺺ‬ at all; very xaaliß
‫ﺷﺘﺎ‬ winter šita ‫ﺗﻘﺮﻳﺒﺎ‬ almost ta’riiban
‫زﻫﺮة زﻫﻮر‬ flower zahra zuhuur
Adjectives for People
‫ورد ورود‬ rose; flower ward wuruud
‫ﺣﺮاﻧﲔ‬
ّ ‫ﺣﺮان‬ّ hot ˙arraan ˙arraniin
‫ﻗﻤﺮ‬ moon ’amar
‫ﺑﺮدان ﺑﺮداﻧﲔ‬ cod bardaan bardaniin
‫أ ّول‬ first ’awwil
‫زﻋﻼن زﻋﻼﻧﲔ‬ angry zaclaan zaclaniin
‫آﺧﺮ‬ last ’aaxir
‫ﻋ ّﻴﺎن ﻋ ّﻴﺎﻧﲔ‬ sick ayyaan cayyaniin
c
‫ﻣﺮات‬ّ ‫ﻣﺮة‬ّ time marra marraat

‫ﺗﻌﺒﺎن ﺗﻌﺒﺎﻧﲔ‬ tired, sick tacbaan tacbaniin
‫ﻣﺮة ﺗﺎﻧﻴﺔ‬ ّ again marra tanya
‫ﻋﻄﺸﺎن ﻋﻄﺸﺎﻧﲔ‬ thirsty a†šaan ca†šaniin
c
‫ﻫﻨﺎ‬ here hina

‫زﻫﻘﺎن زﻫﻘﺎﻧﲔ‬ bored zah’aan zah’aniin
‫ﻫﻨﺎك‬ there hinaak
Directions ‫ﻟﺴﻪ‬ ّ still lissa
‫ﺷﺮق‬ east šar’ ‫ ﻃﺐ‬،‫ﻃ ّﻴﺐ‬ OK †ayyib, †ab
‫ﻏﺮب‬ west ¶arb ‫ﻣﺒﻨﻰ ﻣﺒﺎﻧﻲ‬ building mabna mabaani

‫ﺷﻤﺎل‬ north šamaal ‫أوﺿﺔ أوض‬ room ’oo∂a ’uwa∂
‫ﺟﻨﻮب‬ south ganuub ‫ﲤﺮﻳﻦ ﲤﺎرﻳﻦ‬ drill tamriin tamariin
‫دور أدوار‬ floor door ’adwaar
Colors
‫ﻋﻦ إذﻧﻚ‬ excuse me an ’iznak
c
‫ ﺑﻨّﻲ‬brown bunni
‫ﺑﻘﻰ‬ then (as in ‘well, then’) ba’a
‫ ﺑﺮﺗﻘﺎﻧﻲ‬orange burtu’aani
‫ أول اﻣﺒﺎرح‬day before yesterday ’awwil imbaari˙
Weather ‫ ﺑﻌﺪ ﺑﮑﺮه‬day after tomorrow bacdi bukra
‫ﺟ ّﻮ‬ weather gaww ّ
‫ﻣﻔﻀﻞ‬ preferred mufa∂∂al
‫دﻧﻴﺎ‬ world dunya
(‫)ﺣﺎر‬
ّ ‫ﺣﺮ‬
ّ hot (n/adj) ˙arr (˙aarr)
(‫ﺑﺮد )ﺑﺎرد‬ cold (n/adj) bard (baarid)
‫ﺗﻠﺞ‬ snow talg
‫ﻣﻄﺮ‬ rain ma†ar
‫ﺷﻤﺲ‬ sun šams
‫ﻫﻮا‬ air hawa
‫ رﻳﺢ‬wind rii˙
‫ أﻗﻮل ﻟﻚ اﻟﺸﺮق ﺗﻘﻮل ﻟﻲ اﻟﻐﺮب‬I tell you the east, you say the west. ’a’ullak iššar’ ti’ulli l¶arb
(we never seem to agree)
‫ﻗﺪ اﻟﺪﻧﻴﺎ‬ as big as the world ’add iddunya
(‫ ﺑﺎﺣﺒﻚ ﻗﺪ اﻟﺪﻧﻴﺎ‬،‫)دﮐﺘﻮر ﻗﺪ اﻟﺪﻧﻴﺎ‬ (a big shot doctor, I love you with all my heart)
‫ ﻣﺼﺮ أم اﻟﺪﻧﻴﺎ‬Cairo is the mother of the world maßr ’umm iddunya

(the center of the universe)
‫ﻣﺮة ﻟﻚ وﻣﺮة ﻋﻠﻴﻚ‬ One time for you, once time against you marra lak marra caleek
(can’t win ‘em all)
‫رب ﻫﻨﺎ رب ﻫﻨﺎك‬ e Lord of here is the Lord of there. rabb hina rabb hinaak
(one place is as good as another)
Dialogue Assignment
1. Get together with a partner and each of you choose a city that has different weather conditions than the other. Debate amongst
yourselves which city is better and why you prefer the weather in it. Use words like ‫( ﻫﻨﺎك‬there), ‫( ﻣﺪﻳﻨﺔ‬city), and ‘‫( ﻋﺸﺎن‬because)
etc. Here is a new phrase that might also be helpful, (this phrase will be formally introduced in lesson 11):
‫ أﺣﺴﻦ ﻣﻦ‬better than ’a˙san min
2. Ask a partner about where various countries, cities or other places are; the partner should respond by putting the place in relation
to neighboring places: ‘Where is Iraq?’ ‘Iraq is west of Jordan, but south of Turkey.’ As a variation, you can ask your partner to
identify the country south of Turkey, west of Egypt, etc.
Drills
1. Conjugate the verbs for the person in the Subject column and add a pronoun from the Object column. Don’t use the nouns from the
Subject or Object column, but rather pronouns that agree with them. Translate you resulting form into English.
Example: Prompt: ‫اﻟﻄﻼب‬--‫ﮐﺮﳝﺔ‬--‫ ﺷﺎف‬Answer: ‫‘ ﺷﺎﻓﺘﻬﻢ‬she saw them’
Verb Subject Object
‫ﮐﺘﺐ‬ ‫أﻧﺎ‬ ‫اﻟﻮاﺟﺐ‬

‫ﺣﻴﺠﻴﺐ‬ ‫ﺷﺮﻳﻔﺔ‬ ‫اﻟﺸﻨﻄﺔ‬
‫ﺷﺎف‬ ‫اﻧﺘﻮ‬ ‫ﻣﺤﻤﻮد‬
‫ادى‬ ‫أﮐﺮم‬ ‫اﻟﻮرﻗﺔ‬
‫ﺑﻴﺸﺮب‬ ‫اﻷﺳﺘﺎذة‬ ‫اﻟﻘﻬﻮة‬
‫ﮐﻞ‬ ‫اﻧﺖ‬ ‫اﻟﮑﺒﺎب‬
‫ﻗﺮا‬ ‫ﺳﻮزان‬ ‫اﻟﮑﺘﺐ‬
‫ﺑﻴﻘﺮا‬ ‫اﺣﻨﺎ‬ ‫اﻻﺳﻢ‬
‫ﻧﺴﻲ‬ ‫اﻟﺴﺘﺎت‬ ‫أﻧﺎ‬
2. Answer the following questions positively, changing the object of the verb to a pronoun ending if necessary. Choose different time
expressions for each answer.
Example: Prompt: ‫ ﺷﻔﺖ أﺣﻤﺪ؟‬Answer: .‫ ﺷﻔﺘﻪ ﻣﻦ ﺳﺎﻋﺔ‬،‫أﻳﻮه‬
‫ﺳﻤﻴﺮة ﮐﻠﺖ اﻟﻠﺤﻤﺔ؟‬ ‫ﺷﺮﻳﻒ ﺑﻴﺸﺮب اﻟﻘﻬﻮة؟‬ ‫ﻧﺒﻴﻞ ﻋﻤﻞ اﻟﺘﻤﺮﻳﻦ؟‬

‫ﮐﺮﳝﺔ ﮐﺘﺒﺖ اﻟﮑﺘﺐ؟‬ ‫ﻫﻲ ﺟﺎﺑﺖ اﻟﺸﻨﻄﺔ؟‬ ‫ﻫﻮ ﺑﻴﺤﺐ زﻫﻮر؟‬
‫اﻟﻨﺎس ﻗﺮوا اﻟﮑﺘﺎب؟‬ ‫اﻧﺘﻮ ﺷﻔﺘﻮ اﻟﺘﻠﺞ؟‬ ‫أﻣﻴﺮة ﻟﺒﺴﺖ اﻟﺒﻠﻮزة؟‬
3. Translate the following into Arabic
e weather the day before yesterday was really nice.
Did you all like the new film?
At the end of the week we will go to the restaurant.
ere was a lot of rain last month.
It’s really hot today.
We didn’t see them at all.
He came at the end of the meeting and gave them to her.
I am very sick today.
4. Present tense negative verbs with pronoun endings. Make present tense negative sentences out of the following words.
Example: Prompt: him/to see/I Answer: ‫أﻧﺎ ﻣﺎﺑﺎﺷﻮﻓﻬﻮش‬
they / to know / her
Kariim / to understand / me
My professor / him / to see
to like / her / my friend
to drink / I / coffee (it)
5. Past tense negative verbs with pronoun endings. Compare with drill 3.
Example: Prompt: him/to see/I Answer: ‫ﻣﺎﺷﻔﺘﻮش‬
her / to know / I
the girl / to understand / the questions
to like / meat / we
the books / they / to read
to bring / the brain sandwich / she
6. Translate the following sentences into good colloquial English.
.‫ ﻟﺴﻪ‬،‫اﻧﺘﻮ ﻗﺮﻳﺘﻮا اﻟﻘﺮآن؟ ﻻء‬ ‫اﻧﺖ ﻟﺴﻪ ﺳﺎﮐﻦ ﻓﻲ ﻣﺼﺮ؟‬

.‫ ﻟﺴﻪ ﻣﺎﺟﻮش‬،‫اﻟﻄﻼب ﺟﻢ؟ ﻻء‬ .‫ﻫﻲ ﻟﺴﻪ ﻣﺎراﺣﺘﺶ ﺑﻴﺘﻬﺎ‬
EA 9 Language Notes
1.Doubled Verbs
Verbs like ‫ﻳﺤﺐ‬
ّ ‫ﺣﺐ‬
ّ ‘to love,’ in which the last two consonants of the root are the same, are called doubled verbs. ey look like
regular verbs when the ending starts with a vowel (˙abb-it, ˙abb-u, yi˙ibb-u, etc.), but when the ending starts with a consonant,
the vowel ee must be added, as in the chart below of the past tense forms.
Present Forms of ‫ﺣﺐ‬

ّ Past Forms of ‫ﺣﺐ‬
ّ
yi˙ibbu ‫ﻳﺤ ّﺒﻮا‬ yi˙ibb ‫ﻳﺤﺐ‬ ّ ˙abbu ‫ﺣ ّﺒﻮا‬ ˙abb ‫ﺣﺐ‬
ّ
ti˙ibb ‫ﲢﺐ‬
ّ ˙abbit ‫ﺣ ّﺒﺖ‬
ti˙ibbu ‫ﲢ ّﺒﻮا‬ ti˙ibb ‫ﲢﺐ‬ ّ ˙abbeetu ‫ﺣ ّﺒﻴﺘﻮا‬ ˙abbeet ‫ﺣ ّﺒﻴﺖ‬
ti˙ibbi ‫ﲢ ّﺒﻲ‬ ˙abbeeti ‫ﺣ ّﺒﻴﺘﻲ‬
ni˙ibb ‫ﻧﺤﺐ‬
ّ ’a˙ibb ‫أﺣﺐ‬
ّ ˙abbeena ‫ﺣ ّﺒﻴﻨﺎ‬ ˙abbeet ‫ﺣ ّﺒﻴﺖ‬
Examples:
.‫ ﺣﺒﻴﻨﺎ اﳉﻮ ﻓﻲ ﻟﻴﺒﻴﺎ ﺧﺎﻟﺺ‬We liked the weather in Libya a lot.

.‫ ﺳﻤﻴﺮة ﺑﺘﺤﺐ اﻟﺰﻫﻮر ﻓﻲ اﻟﺮﺑﻴﻊ‬Samira loves the flowers in the spring.
As you can see, the present tense (imperfect) forms of doubled verbs are perfectly regular, since there are no endings in the
imperfect that begin with a consonant. ‫ﺣﺐ‬ ّ is the only doubled verb we have encountered so far. Others you will see in future
ّ ‫ﻟﻒ‬
lessons include ‫ﻳﻠﻒ‬ ّ ‘to turn,’ and ‫‘ ر ّد ﻳﺮ ّد‬to respond.’
2. Pronouns on the End of Verbs

e same pronoun endings you learned for nouns can be used on the ends of verbs. e only difference is the first person
singular pronoun, -i ‘my’ which on the end of verbs becomes -ni. For example, ‘my book’ is kitaabi, but ‘she saw me’ is šafitni.
As with nouns, the pronouns take slightly different forms depending on whether the verb they are placed on ends with one
consonant, two consonants, or a vowel. If it ends with one consonant, you get the normal endings. With two consonants you
get special helping vowels before pronoun endings that begin with a consonant. When the verb ends in a vowel, the vowel is
lengthened and attracts the stress, and all the pronoun endings whose normal form begins with a vowel take a special form.
Study the charts below. ey should look familiar, but pay particular attention to the helping vowels and the special forms
after a vowel. Notice also that adding pronoun endings often causes a chain reaction of other changes (like vowel shortening)
that are rarely reflected in the script.
After Vowel After Two Consonants After One Consonant

they saw him šafuuh ‫ﺷﺎﻓﻮه‬ I saw him šuftu ‫ﺷﻔﺘﻪ‬ he saw him šaafu ‫ﺷﺎﻓﻪ‬
they saw her šafuuha ‫ﺷﺎﻓﻮﻫﺎ‬ I saw her šuftaha ‫ﺷﻔﺘﻬﺎ‬ he saw her šafha ‫ﺷﺎﻓﻬﺎ‬
they saw you šafuuk ‫ﺷﺎﻓﻮك‬ I saw you šuftak ‫ﺷﻔﺘﻚ‬ he saw you šaafak ‫ﺷﺎﻓﻚ‬
they saw you (f ) šafuuki ‫ﺷﺎﻓﻮﮐﻲ‬ I saw you (f ) šuftik ‫ﺷﻔﺘﻚ‬ he saw you (f ) šaafik ‫ﺷﺎﻓﻚ‬
they saw me šafuuni ‫ﺷﺎﻓﻮﻧﻲ‬ you saw me šuftini ‫ﺷﻔﺘﻨﻲ‬ he saw me šafni ‫ﺷﺎﻓﻨﻲ‬
they saw them šafuuhum ‫ﺷﺎﻓﻮﻫﻢ‬ I saw them šuftuhum ‫ﺷﻔﺘﻬﻢ‬ he saw them šafhum ‫ﺷﺎﻓﻬﻢ‬
they saw you (pl) šafuuku ‫ﺷﺎﻓﻮﮐﻮ‬ I saw you (pl) šuftuku ‫ﺷﻔﺘﮑﻮ‬ he saw you (pl) šafku ‫ﺷﺎﻓﮑﻮ‬
they saw us šafuuna ‫ﺷﺎﻓﻮﻧﺎ‬ you saw us šuftina ‫ﺷﻔﺘﻨﺎ‬ he saw us šafna ‫ﺷﺎﻓﻨﺎ‬
Remember that forms that end in -uu are usually written with a silent alif on the end. is silent alif is always dropped when
a pronoun ending, or any other suffix like the negative marker, is added
e key to understanding and correctly producing verbs with pronoun endings is to realize that there are two people (or
things) involved, and that they each act separately (they do not agree with each other, for example). Note that the sentence
‘he saw her,’ in English, is not at all equivalent to the related sentence ‘she saw him.’ You have to keep track of who is doing
the seeing and who is being seen. e first is the subject of the verb, which is reflected in the verb conjugation. e second
is the object of the verb, which becomes the pronoun ending. Students often get confused and try to make them agree, or
forget which one is the subject and which the object. Practice conjugating the verb for the subject first so you are sure you
have a good verb form without the pronoun ending, and only then add the pronoun ending, which refers to the object of the
verb, on the end of the form.
Examples:
.‫أﻧﺎ ﺷﻔﺘﻬﺎ أول اﻣﺒﺎرح‬ I saw her the day before yesterday.
.‫ﻫﻮ ﺷﺎﻓﻨﻲ ﻓﻲ اﻷوﺿﺔ اﳉﺪﻳﺪة‬ He saw them in the new room.
‫ ﻣﺶ ﮐﺪه؟‬،‫اﻧﺖ ﺑﺘﺸﻮﻓﻨﻲ ﮐﻞ ﻳﻮم‬ You see me every day, right?
.‫ﺣﻨﺸﻮﻓﻚ ﺑﮑﺮه ان ﺷﺎء اﻟﻠﻪ‬ We’ll see you tomorrow, hopefully.
.‫ﺷﺎﻓﻮﻧﻲ ﻓﻲ اﳉﺎﻣﻌﺔ‬ ey saw me at the university.
‫اﻣﺘﻰ ﺣﺘﺸﻮﻓﻴﻪ؟‬ When will you (f ) see him?
3. Negating verbs with pronoun endings

If a verb with a pronoun ending is made negative, the negative ma…š must surround the whole form, including the pronoun:
šuft-aha ‘I saw her’ becomes ma-šuft-ahaa-š ‘I didn’t see her.’ If the pronoun ends in a vowel, that vowel must be lengthened
when the negative morpheme is added, as expected. Adding the negative morpheme to verbs with pronoun endings often
causes the stress to shift to the end of the word, causing earlier long vowels to be shortened: šaafu ‘they saw,’ šafuuna ‘they saw
us,’ mašafunaaš ‘they didn’t see us.’
.‫ ﻫﻢ ﻣﺎﺷﺎﻓﻮﻧﺎش ﻓﻲ اﳊﻔﻠﺔ ﺧﺎﻟﺺ‬ey didn’t see us at the party at all.

.‫ أﻧﺎ ﻣﺎﺑﺎﺷﻮﻓﮑﺶ ﻓﻲ اﳉﺎﻣﻌﺔ ﺧﺎﻟﺺ‬I don’t see you in the university at all.
e pronoun ending -u means ‘him’ as in šuft-u ‘I saw him.’ is pronoun is usually written with the letter ‫ ه‬and could be
thought of as a silent ‘h.’ However, when the negative morpheme is added, this ‫ ه‬is changed to a ‫و‬.
‫ ﺷﻔﺘﻪ ﻓﻲ اﳌﮑﺘﺐ ﺑﺘﺎﻋﻪ؟‬Did you see him in his office?

.‫ ﺷﻔﺘﻪ ﻓﻲ اﻟﮑﺎﻓﺘﻴﺮﻳﺎ‬.‫ ﻣﺎﺷﻔﺘﻮش ﻓﻲ اﳌﮑﺘﺐ ﺑﺘﺎﻋﻪ‬،‫ ﻻء‬No, I didn’t see him in his office. I saw him in the cafeteria.
Finally, remember that since there is no ‘it’ in Arabic, you must use the pronoun endings for ‘him’ and ‘her’ to refer to things.
For example:
.‫ ﻗﺮﻳﺖ اﻟﮑﺘﺎب؟ أﻳﻮه ﻗﺮﻳﺘﻪ‬Did you read the book? Yes, I read it.
.‫ ﻣﺎﺷﻔﺘﻬﺎش‬،‫ ﺷﻔﺖ اﻟﺸﻨﻄﺔ ﺑﺘﺎﻋﺘﻲ؟ ﻻء‬Have you seen my bag? No, I haven’t seen it.
4. Using ‫ دﻧﻴﺎ‬as the subject of weather comments.
In English we say ‘It’s cold, or ‘It’s raining’ without really worrying too much about what the ‘it’ is that is doing the raining or
that is being cold. In Egyptian Arabic, however, they know what the ‘it’ is: it’s the world that is doing it. ey say ‫‘ اﻟﺪﻧﻴﺎ ﺑﺮد‬the
world is cold,’ for example. e word ‫( دﻧﻴﺎ‬dunya sometimes dinya) ‘world’ is the subject of these sentences, even if it is not
expressed. For example, the verb ‫ﳝﻄﺮ‬ ّ ‫ﻣﻄﺮ‬ّ means ‘to rain,’ and you can say ‫ﺑﺘﻤﻄﺮ‬
ّ ّ
‫اﻟﺪﻧﻴﺎ‬. However, you can also simply say ‫ﺑﺘﻤﻄﺮ‬
since people will realize that ‫ اﻟﺪﻧﻴﺎ‬is the subject as long as the verb is conjugated for ‫ﻫﻲ‬.
ّ
.‫ﺑﺘﻤﻄﺮ اﻟﻨﻬﺎرده‬ ‫ اﻟﺪﻧﻴﺎ‬It’s raining today.
ّ
.‫ﻣﻄﺮت‬ It rained.
.‫ﺣﺎر‬
ّ ‫ اﻟﺪﻧﻴﺎ‬It’s hot.
5. ‘At the beginning of ’ and ‘at the end of ’

By using the words ‫ أول‬and ‫ آﺧﺮ‬as first terms of an I∂aafa construction, you can form the phrases ‘at the beginning of ’ and ‘at
the end of ’. For example:
.‫ ﺣﺎروح اﺳﮑﻨﺪرﻳﺔ أول اﻟﺴﻨﺔ‬I’m going to Alexandria at the first of the year.
.‫ راﺣﺖ ﻟﺒﻨﺎن ﻓﻲ آﺧﺮ اﻷﺳﺒﻮع‬She went to Lebanon at the end of the week.
6. lissa
e word ‫ ﻟﺴﻪ‬has two meanings, depending on whether the sentence is negative or positive. With a positive sentence it usually
means ‘still,’ but with a negative one it means ‘yet.’ For example:
‫ اﻧﺖ ﻟﺴﻪ ﺑﺘﺪرس ﻋﺮﺑﻲ؟‬Are you still studying Arabic?

.‫ أﻧﺎ ﻟﺴﻪ ﻣﺎﺷﻔﺘﻬﺎش‬I haven’t seen her yet.
.‫ ﻟﺴﻪ‬،‫ اﻧﺖ رﺣﺖ اﻟﺒﻴﺖ؟ ﻻء‬Did you go to the house? No, not yet.
Adil’s Schedule
Verbs Months
‫ﺻﺤﻲ ﻳﺼﺤﻰ‬ to wake up ßi˙i yiß˙a ‫ﻳﻨﺎﻳﺮ‬ January yanaayir
‫ﺧﺮج ﻳﺨﺮج‬ to go out xarag yuxrug ‫ﻓﺒﺮاﻳﺮ‬ February fibraayir
‫ﺧﺪ ﻳﺎﺧﺪ‬ to take xad yaaxud ‫ﻣﺎرس‬ March maaris
‫ذاﮐﺮ ﻳﺬاﮐﺮ‬ to study (review) zaakir yizaakir ‫اﺑﺮﻳﻞ‬ April ’abriil
‫وﺻﻞ ﻳﻮﺻﻞ‬ to arrive wißil yiwßal ‫ﻣﺎﻳﻮ‬ May maayu
‫ﺟﺎوب ﻳﺠﺎوب‬ to answer gaawib yigaawib ‫ﻳﻮﻧﻴﻮ‬ June yunyu
‫ﻗﺎل ﻳﻘﻮل‬ to say ’aal yi’uul ‫ﻳﻮﻟﻴﻮ‬ July yulyu
‫رﮐﺐ ﻳﺮﮐﺐ‬ to ride; take (bus, etc.) rikib yirkab ‫أﻏﺴﻄﺲ‬ August ’a¶us†us
‫ر ّوح ﻳﺮ ّوح‬ to go home rawwa˙ yirawwa˙ ‫ﺳﺒﺘﻤﺒﺮ‬ September sibtimbir
‫ﻧﺎم ﻳﻨﺎم‬ to sleep naam yinaam ‫أﮐﺘﻮﺑﺮ‬ October ’oktoobir
‫ﺧﻠّﺺ ﻳﺨﻠّﺺ‬ to finish xallaß yixallaß ‫ﻧﻮﻓﻤﺒﺮ‬ November nofimbir
‫ﺳﺎﻓﺮ ﻳﺴﺎﻓﺮ‬ to travel saafir yisaafir ‫دﻳﺴﻤﺒﺮ‬ December disimbir
‫اﺗﮑﻠّﻢ ﻳﺘﮑﻠّﻢ‬ to speak itkallim yitkallim

Nouns
‫زار ﻳﺰور‬ to visit zaar yizuur
‫ﺗﺎﮐﺴﻲ ﺗﺎﮐﺴﻴﺎت‬ taxi taksi taksiyyaat
‫اﺗﻮﻟﺪ ﻳﺘﻮﻟﺪ‬ to be born itwalad yitwilid
‫ﺗﺎﮐﺲ ﺗﺎﮐﺴﺎت‬ taxi taks taksaat
‫ﻗﻌﺪ ﻳﻘﻌﺪ‬ to sit, stay ’acad yu’cud
‫ﻏﻠﻄﺔ ﻏﻠﻄﺎت‬ mistake gal†a gal†aat
‫دﺧﻞ ﻳﺪﺧﻞ‬ to enter daxal yudxul
‫ﻓﻨﺠﺎن ﻓﻨﺎﺟﲔ‬ cup fingaan fanagiin
Adverbials and Conjunctions ‫ﺳﻴﺠﺎرة ﺳﺠﺎﻳﺮ‬ cigarette sigaara sagaayir
‫ﺑﺪري‬ early badri ‫ﺷﺮﮐﺔ ﺷﺮﮐﺎت‬ company širka šarikaat
‫ﺑﺴﺮﻋﺔ‬ quickly, fast bisur a c

‫ﺟﻮاب ﺟﻮاﺑﺎت‬ letter, answer gawaab gawabaat
‫ﻋﻠﻰ ﻃﻮل‬ straight c

ala †uul ‫ﺟﺮﻳﺪة ﺟﺮاﻳﺪ‬ newspaper gariida garaayid
‫ﺟ ّﺪ ًا‬ very giddan ّ ‫ﻣﺠﻠّﺔ‬

‫ﻣﺠﻼت‬ magazine magalla magallaat
ّ ‫ﻋﻠﻰ‬
‫ﮐﻞ ﺣﺎل‬ in any case c
ala kulli ˙aal ‫ أﻟﻒ آﻻف‬thousand ’alf ’alaaf
‫ ﺑﻌﺪﻳﻦ‬later, afterwards ba deen c

‫ ﻋﻴﺪ ﻣﻴﻼد‬birthday iid milaad
c
(‫ أ ّو ًﻻ )ﻓﻲ اﻷول‬first of all ’awwalan (fi l’awwil) ‫ ﻋﻴﺪ اﳊﺐ‬Valentines Day iid il˙ubb
c
‫ ﺛﺎﻧﻴ ًﺎ‬secondly saaniyan

Adjectives
‫أﻫﻮ أﻫﻲ أﻫﻢ‬ there (it is) ’ahó ’ahé ’ahúm
‫ ﻃﻮﻳﻞ‬long, tall †awiil
‫ﻣﻌﻠﺶ‬ never mind maclišš
‫ ﻗﺼ ّﻴﺮ‬short ’ußayyar
‫ﻃﺒﻌ ًﺎ‬ of course †abcan
ّ
‫ﻣﺘﺄﺧﺮ‬ late mit’axxar
‫ﳌّﺎ‬ when (conj) lamma
‫ ﻟﮑﻦ‬but laakin
(‫ ﺗﺼﺒﺢ ﻋﻠﻰ ﺧﻴﺮ )واﻧﺖ ﻣﻦ أﻫﻠﻪ‬Good night (response) tißba˙ cala xeer. (winta min ’ahlu)
‫ واﻟﻠﻪ اﻟﻌﻈﻴﻢ‬by the great God! (= really? or really!) wallaahi lcaΩiim!
‫ ﮐﻠّﻨﺎ ﻓﻲ اﻟﻬﻮا ﺳﻮا‬we’re all in the air together (we’re all in the kullina fi lhawa sawa
same boat)
Dialogue Assignment
1. Work with a partner. Take turns pretending that you are busy doing something at your house when the other person stops by. Your
partner will ask what you are doing. Have a conversation in Arabic about what you are doing. Use the present continuous tense (I
am writing, reading etc.) .
2. Now practice using the present habitual tense. Take turns talking in Arabic about what you do every week. For example, ‫ﮐﻞ أﺳﺒﻮع‬
‫‘ ﺑﺎروح اﻟﺴﻴﻨﻤﺎ‬every week I go to the cinema’.
3. Now use the future and negative past tenses. Talk about what you didn’t do last year, but what you will do this year – or next.
For example: .‫ ﺑﺲ اﻟﺴﻨﺔ اﻟﻠﻲ ﺟﺎﻳﺔ ﺣﺎروح‬،‫اﻟﺴﻨﺔ اﻟﻠﻲ ﻓﺎﺗﺖ ﻣﺎرﺣﺘﺶ ﻣﺼﺮ‬
Drills
1. a. Using the first reading assignment, write the story about Kariima instead of Kariim.
b. Now write the story about yourself.
2. a. Again using the first reading assignment, tell the story in the present tense, talking about what Kariim usually does. You may
change some details to have it make more sense as a present tense story.
b. en tell what you will do tomorrow using the future tense, based on the details of the same story.
3. Practice saying the following years out loud.

١٢٩٧ ١٧٧٦ ١٨٤٠ ١٦٥١ ١٩٨١
٢٠٠٣ ١٨٦١ ٧٤٤ ١٩٧٦ ١٩١٧
4. Translate the following into Arabic.
When is your birthday?
I was born on June 28, 1976.
I was born on October 5, 1981
Did you finish reading the magazine yet?
Where is my letter? ere it is.
Do you speak Arabic?
5. Identify the roots of the following words.

Example: Prompt: ‫ ﺟﺮﻳﺪة‬Answer: ‫ د‬- ‫ ر‬- ‫ج‬
‫ﺧﻤﻴﺲ‬ ‫ﺷﺮﮐﺎت‬ ‫ﻣﮑﺘﺐ‬ ّ

‫ﻣﺘﺄﺧﺮ‬ ‫ﻳﺸﺘﻐﻞ‬ ‫ﻏﻠﻄﺔ‬ ‫اﺗﮑﻠّﻢ‬ ‫ذاﮐﺮ‬
6. Which form do the following verbs belong to?
Example: Prompt: ‫ ذاﮐﺮ‬Answer: III
‫ﺳﺎﻓﺮ ﻳﺴﺎﻓﺮ‬ ّ ‫ﻣﻄﺮ‬
‫ﳝﻄﺮ‬ ّ ‫اﺗﻮﻟﺪ ﻳﺘﻮﻟﺪ‬ ‫ﺧﺮج ﻳﺨﺮج‬ ‫اﺗﮑﻠّﻢ ﻳﺘﮑﻠّﻢ‬
7. Make both a present and a past sentence out of the following sets of words. Use the prefix ‘bi-’ for the present tense sentences.
‫ﺑﺎرﻳﺲ‬ ‫زار ﻳﺰور‬ ‫ﻫﻮ‬ ‫ﮐﺘﻴﺮ‬ ‫ﻧﺎم ﻳﻨﺎم‬ ‫ﻫﻢ‬

‫اﻟﮑﺘﺎب‬ ‫ذاﮐﺮ ﻳﺰاﮐﺮ‬ ‫أﻧﺎ‬ ‫اﻟﻮاﺟﺒﺎت‬ ‫ﺧﻠّﺺ ﻳﺨﻠّﺺ‬ ‫اﺣﻨﺎ‬
8. Use the same words from drill 7 and make the past and present sentences negative.
Example: ‫أﻧﺎ ﺑﺎذاﮐﺮ اﻟﮑﺘﺎب –< أﻧﺎ ﻣﺎﺑﺎزاﮐﺮش اﻟﮑﺘﺎب‬, etc.
9. Answer the following questions changing the object in the question, to a pronoun ending. Answer each question twice, the first time
in the positive – and the second time in the negative.
Example: Prompt: ‫ ﻫﻮ ﺷﺎف اﻟﺒﻨﺖ؟‬Answer: Positive: .‫ ﺷﺎﻓﻬﺎ‬،‫ أﻳﻮه‬Negative: .‫ ﻣﺎﺷﺎﻓﻬﺎش‬،‫ﻻ‬
‫ﻫﻲ ﺟﺎوﺑﺖ ع اﻟﺴﺆال؟‬ ‫اﻧﺖ ﺧﺪت اﻟﻌﺮﺑﻴﺔ؟‬

‫ﻫﻢ ﺷﺎﻓﻮا اﻟﻄﻼب؟‬ ‫اﻧﺘﻮ زرﺗﻮا اﳌﺪن؟‬
10. Write a short story about your personal daily schedule in the  tense using all of the following verbs.
‫ﻧﺎم ﻳﻨﺎم‬ ‫ﺧﺪ ﻳﺎﺧﺪ‬ ‫ﮐﻞ ﻳﺎﮐﻞ‬ ‫ﺻﺤﻲ ﻳﺼﺤﻰ‬

‫ر ّوح ﻳﺮ ّوح‬ ‫ﺧﺮج ﻳﺨﺮج‬ ‫ﻟﺒﺲ ﻳﻠﺒﺲ‬
11. Tell the same story again, this time in the present tense, telling about what you usually do. Write about when you usually wake
up, etc. Remember to use the prefix bi-.
EA 10 Language Notes
1. Presentationals
e forms ’ahó (m.), ’ahé (f.), and ’ahúm (pl.) are called . ey do not mean ‘here’ in a locative sense; rather,
they are used for pointing things out: ‘here it is’, ‘there it is’, ‘over there’. If you imagine a finger pointing when these words are
used, you will understand their sense. For example:
‫ﻓﲔ اﻟﮑﺘﺎب ﺑﺘﺎﻋﻚ؟‬ Where is your book?
.‫أﻫﻮ‬ Over there.
‫ﻓﲔ اﻷوﻻد؟‬ Where are the boys?
.‫أﻫﻢ‬ ere the are.
2. Arabic Months
Several different calendars are in common use in Egypt and the Middle East in general. e Islamic months are based on a
lunar calendar with less than 365 days in the year, and so they move around the western year, coming about two weeks earlier
every year. Different regions of the Arab World have adopted different names for the months of the western calendar. Egypt
and North Africa tend to use names that sound more or less like they do in English, while countries in the Levant and the
Gulf use Arabic words to refer to these months. Egyptians tend not to be very familiar with the Levantine month names, and
vice versa. Egyptians also frequently use numbers to refer to western months. Someone might tell you he was born on ’‫أرﺑﻌﺔ‬
‫ ﺗﺴﻌﺔ‬،‫وﻋﺸﺮﻳﻦ‬, or ‫( ﺷﻬﺮ ﺗﺴﻌﺔ‬nine), meaning he was born on the 24th of September.
3. Years in Arabic
e Islamic calendar counts years from the hijra of the prophet Muhammad in the early 7th century A.D. Since the Islamic
year is about two weeks shorter than the western year, the centuries go by a little faster. Newspapers and magazines often
print both the western and Islamic dates on the front page. When a year is referred to, the word sana often precedes it as the
first term on an i∂aafa (thus sanit): sanit ’alf tuscumiyaa talaata wisabciin, sanit ’alfeen wixamsa. Note that as with other long
numbers, the conjunction wi- is used only before the final element. Remember that the last two elements are reversed in
comparison with their English order: three and seventy instead of seventy three. Another example:
.١٧٧٦ ‫ ﺳﻨﺔ‬the year 1776

.‫ ﺳﻨﺔ أﻟﻒ ﺳﺒﻌﻤﻴﺔ ﺳﺘﺔ وﺳﺒﻌﲔ‬the year one thousand seven hundred and seventy six
4. Arabic roots
Almost every word in Arabic has three main consonants that make up its ‘root’. ere is a very small number of items with
only two consonants in the root, and a few more with four or more. e huge majority, however, have three. ese root
consonants always appear in the same order. To create an actual word, vowels and sometimes other consonants are added
to the root. For example, the root of the word saafir (‘to travel’) is s-f-r (with added vowels) and the root of the word maktab
(‘office’) is k-t-b (with added consonants and vowels).
S  are those with three normal consonants that are different from each other, like s-f-r and k-t-b. D
 are those in which the second and third consonants are the same, like j-d-d and ˙-b-b. W or  
are those in which the third consonant is an ‘underlying’ w or y which often either changes to a vowel or simply disappears.
You have learned the verb ’ara yi’ra, for example, which has the root ’-r-y even though the y shows up in only some of the
forms. H , similarly, are those in which the middle consonant is an ‘underlying’ w or y with similarly distressing
properties, as with the verb šaaf yišuuf which has the root š-w-f, or the verb gaab yigiib which has the root g-y-b. And finally,
  are those in which the first consonant is an underlying w as in the verb wißil yiwßal which has the root
w-ß-l.
One develops facility in recognizing Arabic roots with practice. It is important to get good at it since dictionaries are organized
by root. Obviously, it is easier to recognize sound roots than any of the others. Even with sound roots, however, words often
add extra consonants, so you need to be able to figure out which consonants to ‘discount’ when trying to find the root. e
letters alif lam are added to nouns and adjectives as the definite article, so they would be the first to go, for example. Since
verbs conjugate with prefixes like ti-, ni- and yi-, and with suffixes like -t, -tu and -na, it is easy to avoid those when looking for
the root. Place nouns and some participles and verbal nouns are formed with an m- prefix, so m can often be discounted. As
we will see below, t and sometimes n are ‘infixed’ into the middles of roots, so these can also often be discounted. is does not
mean that you discount every l, m, t, n or y you see. It is just that if you have a word with more than three consonants, these
are the first you would consider getting rid of when trying to boil the word down to its three root consonants.
us the roots of the words for ‘restaurant’, ‘thanks’ and ‘participant’ are:
Root Word
‫ر‬-‫ك‬-‫ش‬ ‫ﻣﺘﺸ ّﮑﺮ‬

‫م‬-‫ع‬-‫ط‬ ‫ﻣﻄﻌﻢ‬
‫ك‬-‫ر‬-‫ش‬ ‫ﻣﺸﺘﺮك‬
Roots normally give some kind of common meaning to words that share them. is makes Arabic vocabulary learning easier,
once you understand the ‘logic’ of the root and pattern system. e idea is that once you know a word with a particular root,
like ‫ﻣﻄﻌﻢ‬, when you encounter an unfamiliar word with the same root, you have a better chance of figuring out the meaning.
So, for example, ‫ ﻃﻌﻢ‬means ‘taste,’ ‫ ﻃﻌﺎم‬means ‘food,’ and the verb ‫ أﻃﻌﻢ‬means ‘to feed.’ A similar cluster of words of the same
root are ‫‘ ﮐﺘﺎب‬book,’ ‫‘ ﻣﮑﺘﺐ‬office,’ ‫‘ ﻣﮑﺘﺒﺔ‬library,’ ‫‘ ﮐﺎﺗﺐ‬author,’ and ‫‘ ﮐﺘﺐ‬he wrote.’ Since words are organized by root in most
dictionaries, it is fairly easy to learn several words sharing the same root together.
5. Arabic verb form introduction

In Standard Arabic verbs are classified into ten forms, or patterns, and many of these are also used in colloquial. Most verbs
are based on the three letter root discussed above. In discussing verbs, the past and present forms in the ‫ ﻫﻮ‬conjugation are
always given, because the past and present stems are often different from each other and you need to know both.
e basic Form I verb uses the three letters without much elaboration (‫ ﮐﺘﺐ ﻳﮑﺘﺐ‬katab yiktib, ‫ ﺷﺮب ﻳﺸﺮب‬širib yišrab). All the
other forms (called derived forms) do something to the root. For example, Form II doubles the middle consonant of the root
(compare Form I ‫ درس ﻳﺪرس‬daras yidris with Form II ‫ﻳﺪرس‬ ّ ‫درس‬ ّ darris yidarris). e following chart lists the forms used in
colloquial, explains what each form does to the root, and gives examples of each form.
Form Present Past Script Explanation of Change

I yiktib katab ‫ﮐﺘﺐ ﻳﮑﺘﺐ‬ plain
II yidarris darris ‫ﻳﺪرس‬ّ ‫درس‬ ّ double the middle consonant
III yisaafir saafir ‫ﺳﺎﻓﺮ ﻳﺴﺎﻓﺮ‬ add alif after first consonant
IV yikrim ’akram ‫أﮐﺮم ﻳﮑﺮم‬ add hamza at the beginning (rare)
V yitkallim itkallim ‫اﺗﮑﻠّﻢ ﻳﺘﮑﻠّﻢ‬ add -it to beginning of Form II
VI yitbaadil itbaadil ‫اﺗﺒﺎدل ﻳﺘﺒﺎدل‬ add -it to beginning of Form III
VII yitkitib itkatab ‫اﺗﮑﺘﺐ ﻳﺘﮑﺘﺐ‬ add -it (or -in) to beginning of Form I
VIII yištirik ištarak ‫اﺷﺘﺮك ﻳﺸﺘﺮك‬ add t after first consonant of root
IX yi˙marr i˙marr ‫ﻳﺤﻤﺮ‬
ّ ‫اﺣﻤﺮ‬
ّ double the last consonant (for colors and defects)
X yistabdil istabdil ‫ اﺳﺘﺒﺪل ﻳﺴﺘﺒﺪل‬add ista- at the beginning of root
Note that the past and present stems are different from each other in Form I, IV, VII and VIII, while they are the same as
each other in forms II, III, VI, VII, IX and X.
6. Form III
e verbs of the various forms conjugate pretty much the same way as the verbs you have already learned. Because of their
phonetic shape, there are a few things to notice, however, so we will begin to present the conjugations of verbs of each form
one by one in order to examine them more carefully. Here is the entire conjugation of the verb ‫ ﺳﺎﻓﺮ ﻳﺴﺎﻓﺮ‬a typical Form III
verb.
Imperative ˙a- Imperfect bi- Imperfect Plain Imperfect Perfect Pronoun

‫ﺣﻴﺴﺎﻓﺮ‬ ‫ﺑﻴﺴﺎﻓﺮ‬ ‫ﻳﺴﺎﻓﺮ‬ ‫ﺳﺎﻓﺮ‬ ‫ﻫﻮ‬
‫ﺣﺘﺴﺎﻓﺮ‬ ‫ﺑﺘﺴﺎﻓﺮ‬ ‫ﺗﺴﺎﻓﺮ‬ ‫ﺳﺎﻓﺮت‬ ‫ﻫﻲ‬
‫ﺳﺎﻓﺮ‬ ‫ﺣﺘﺴﺎﻓﺮ‬ ‫ﺑﺘﺴﺎﻓﺮ‬ ‫ﺗﺴﺎﻓﺮ‬ ‫ﺳﺎﻓﺮت‬ ‫اﻧﺖ‬
‫ﺳﺎﻓﺮي‬ ‫ﺣﺘﺴﺎﻓﺮي‬ ‫ﺑﺘﺴﺎﻓﺮي‬ ‫ﺗﺴﺎﻓﺮي‬ ‫ﺳﺎﻓﺮﺗﻲ‬ ‫اﻧﺖ‬
ِ
‫ﺣﺎﺳﺎﻓﺮ‬ ‫ﺑﺎﺳﺎﻓﺮ‬ ‫اﺳﺎﻓﺮ‬ ‫ﺳﺎﻓﺮت‬ ‫أﻧﺎ‬
‫ﺣﻴﺴﺎﻓﺮوا‬ ‫ﺑﻴﺴﺎﻓﺮوا‬ ‫ﻳﺴﺎﻓﺮوا‬ ‫ﺳﺎﻓﺮوا‬ ‫ﻫﻢ‬

‫ﺳﺎﻓﺮوا‬ ‫ﺣﺘﺴﺎﻓﺮوا‬ ‫ﺑﺘﺴﺎﻓﺮوا‬ ‫ﺗﺴﺎﻓﺮوا‬ ‫ﺳﺎﻓﺮﺗﻮا‬ ‫اﻧﺘﻮ‬
‫ﺣﻨﺴﺎﻓﺮ‬ ‫ﺑﻨﺴﺎﻓﺮ‬ ‫ﻧﺴﺎﻓﺮ‬ ‫ﺳﺎﻓﺮﻧﺎ‬ ‫اﺣﻨﺎ‬

˙aysaafir biysaafir yisaafir saafir huwwa
˙atsaafir bitsaafir tisaafir safrit hiyya
saafir ˙atsaafir bitsaafir tisaafir safirt inta
safri ˙atsafri bitsafri tisafri safirti inti
˙asaafir basaafir asaafir safirt ana
˙aysafru biysafru yisafru safru humma

safru ˙atsafru bitsafru tisafru safirtu intu
˙ansaafir binsaafir nisaafir safirna i˙na
Verbal Noun ‫ﺳﻔﺮ‬ safar (Form I)

Active Participle ‫ﻣﺴﺎﻓﺮ‬ musaafir
To understand the changes from ‘normal’ in this conjugation, you really only need to understand the normal rules for vowel
dropping and vowel shortening. Any short i is dropped if it doesn’t create three consonants together in the middle of the
word, or two together at either end. us you can’t drop the i of saafir since it would create two consonants at the end, but
you can drop the i of the ‘underlying’ saafiru since by adding the -u ending, the two consonants are no longer at the end.
Likewise, although you cannot drop the i of the ti- prefix in the form bitiktib, you can drop it with the form bi-ti-saafir which
becomes bitsaafir. Once you drop the i you are often left with a long vowel followed by two consonants, which is automatically
shortened: saafiru to saafru to safru. Likewise, an unstressed long vowel is automatically shortened: saafírt to safírt. Most of
these changes are reflected only in the pronunciation, not in the script. It means, however, that the characteristic long aa of
Form III only shows up in the huwwa form of the past tense, and only in the forms of the present tense that have no suffix.
Try to figure out these forms well enough so that these alternations no longer seem random. Acquiring these phonological
alternations will form the basis for a good understanding of Egyptian Arabic pronunciation in general.
In regard to the verbal noun, the normal pattern for Form III verbal nouns is muFaaMaLa. However, many derived verbs, like
saafir yisaafir, use the Form I verbal noun instead.
Isn’t there one bigger than this?
Verbs Ordinals
‫اﻓﺘﮑﺮ ﻳﻔﺘﮑﺮ‬ to think (that) iftakar yiftikir ‫ﺗﺎﻟﺖ‬ third taalit
‫ﻓ ّﮑﺮ ﻳﻔ ّﮑﺮ ﻓﻲ‬ to think about fakkar yifakkar fi ‫راﺑﻊ‬ fourth raabic
‫ﺳﻤﻊ ﻳﺴﻤﻊ‬ to hear, listen simic yismac ‫ﺧﺎﻣﺲ‬ fifth xaamis

ّ
‫ﻳﺘﻌﺸﻰ‬ ّ
‫اﺗﻌﺸﻰ‬ to eat dinner itcašša yitcašša ‫ﺳﺎدس‬ sixth saadis
‫ اﺗﻐ ّﺪى ﻳﺘﻐ ّﺪى‬to eat lunch it¶adda yit¶adda ‫ﺳﺎﺑﻊ‬ seventh saabic
‫ اﲡ ّﻮز ﻳﺘﺠ ّﻮز‬to get married itgawwiz yitgawwiz ‫ﺗﺎﻣﻦ‬ eighth taamin
‫ﻳﺪرس‬ّ ‫درس‬ ّ to teach darris yidarris ‫ﺗﺎﺳﻊ‬ ninth taasic
‫ﻋﺎﺷﺮ‬ tenth aašir

c
Adjectives and Elative Adjectives
‫ﻏﺎﻟﻲ‬ expensive ¶aali Nouns
‫رﺧﻴﺺ‬ cheap rixiiß ‫ﻫﺎﱎ‬ madame haanim
‫ﻣﺘﺠ ّﻮز‬ married mitgawwiz ‫ﲤﻦ‬ price taman
‫أﮐﺒﺮ‬ bigger/biggest ’akbar ‫إﻳﺪ إﻳﺪﻳﻦ أﻳﺎدي‬ hand; handle ’iid ’ideen ’ayaadi
‫أﻗﺼﺮ‬ shorter/shortest ’a’ßar ‫ﻋﺎﻟﻢ‬ world caalam
‫أﺣﻠﻰ‬ sweeter/sweetest ’a˙la ‫اﻟﺸﺮق اﻷوﺳﻂ‬ the Middle East iššar’ il’awsaT
‫أﻏﻠﻰ‬ more/most expensive ’a¶la ‫ﻣﺴﺎﺣﺔ‬ area (m3) masaaHa
‫أﺣﺴﻦ‬ better/best ’a˙san ‫ﺷ ّﻘﺔ ﺷﻘﻖ‬ apartment ša’’a šu’a’
(‫أﺟ ّﺪ )أﺟﺪد‬ newer/newest ’agadd (’agdad) ‫أوﺿﺔ ﻧﻮم‬ bedroom ’oo∂it noom
‫ﺣ ّﻤﺎم ﺣ ّﻤﺎﻣﺎت‬ bathroom ˙ammaam ˙ammamaat

Other Words
‫ﻣﻄﺒﺦ ﻣﻄﺎﺑﺦ‬ kitchen ma†bax ma†aabix
‫ ﺑﺎﻳﻦ‬clear baayin
‫ﻣﻄﺎر ﻣﻄﺎرات‬ airport ma†aar ma†araat
‫ ﺑﺎﻟﻨﺴﺒﺔ ل‬in relation to binnisba li
‫ﺟﻮز‬ husband gooz
‫ﺻﺢ‬
ّ right ßa˙˙
‫ﺟﻮاز ﺟﻮازات‬ marriage gawaaz gawazaat
‫ ﻏﻠﻂ‬wrong ¶ala†
ّ lady (wife) sitt sittaat
‫ ﻟﻮ‬if (+ past tense) law
‫زوﺟﺔ زوﺟﺎت‬ wife zooga zogaat
‫ﻣﺮات ﻓﻼن‬ wife of so and so maraat fulaan
‫ﻓﻠﻮس‬ money filuus

‫ إﻳﺪ ورا وإﻳﺪ ﻗ ّﺪام‬One hand in front and one behind (empty-handed) ’iid wara wi’iid ’uddaam
‫ اﻟﻐﺎﻟﻲ ﲤﻨﻪ ﻓﻴﻪ‬e expensive thing has its price in it. (it pays to buy the best) il¶aali tamanu fiih
‫ ﮐﻞ ﺷﻲء ﺑﺘﻤﻨﻪ‬Everything for its price. (everything has a price) kull šay’ bitamanu
‫ ﻏﺎﻟﻲ واﻟﻄﻠﺐ رﺧﻴﺺ‬Dear (expensive), and the request is cheap. (you are so dear to ¶aali wi††alab rixiiß
me that any request you make seems cheap)
(‫ ﻣﺒﺮوك )اﻟﻠﻪ ﻳﺒﺎرك ﻓﻴﻚ‬Blessed! (Response: May God bless you) mabruuk! (allaah yibaarik fiik!)
(Congratulations said upon the acquisition of anything new,
or upon marriage or the birth of a child)
Dialogue Assignment
1. Work with a partner and compare your hometowns using elatives. For example, say things like: ‘my city is bigger than yours’ or
‘my city is more beautiful because it has _____,’ etc.
2. Work with a partner and tell about your daily schedule. Use words like ‘wake up,’ eat lunch,’ ‘eat dinner, ‘leave the house,’ and
‘return home.’
Drills
1. Answer the following questions using elatives.
Example: Prompt: ‫ اﻧﺖ وﻻ اﻷﺳﺘﺎذ؟‬،‫ ﻣﲔ أﮐﺒﺮ‬Answer: .‫اﻷﺳﺘﺎذ أﮐﺒﺮ ﻣﻨﻲ‬
‫ ﺗﺎﮐﻮ ﺑﻴﻞ وﻻ ﮐﺎي أف ﺳﻲ؟‬،‫أي ﻣﻄﻌﻢ أﻏﻠﻰ‬ ‫ ﻣﺼﺮ وﻻ ﺳﻮرﻳﺎ؟‬،‫أي ﺑﻠﺪ أﺟﻤﻞ‬
‫ اﻧﺖ وﻻ اﻟﺸﺨﺺ ﺟﻨﺒﻚ؟‬،‫أي ﺷﺨﺺ أﻗﺼﺮ‬ ‫ ﺑﻐﺪاد وﻻ ﻓﺮاﻧﮑﻔﻮرت؟‬،‫أي ﻣﺪﻳﻨﺔ أﺑﻌﺪ‬
2. Form superlative adjectives from the comparatives in the following sentences and then translate your answers into English.
Example: Prompt: .‫ اﻷوﺿﺔ دي أﮐﺒﺮ ﻣﻦ ﮐﻞ اﻷوض ﻓﻲ اﻟﺸﻘﺔ‬Answer: .‫‘ دي أﮐﺒﺮ أوﺿﺔ ﻓﻲ اﻟﺸﻘﺔ‬is is the largest room in the
apartment.’
.‫اﻟﺒﻨﺖ دي أﺟﻤﻞ ﻣﻦ ﮐﻞ اﻟﺒﻨﺎت ﻓﻲ اﳌﺪﻳﻨﺔ‬ .‫اﻟﺸﻨﻄﺔ دي أﻏﻠﻰ ﻣﻦ ﮐﻞ اﻟﺸﻨﻂ ﻫﻨﺎ‬

.‫اﻟﺸﻘﻖ دول أرﺧﺺ ﻣﻦ ﮐﻞ اﻟﺸﻘﻖ ﻓﻲ اﻟﻘﺎﻫﺮة‬ .‫اﻟﺒﻠﺪ دي ﻣﻦ أﮐﺒﺮ ﻣﻦ ﮐﻞ اﻟﺒﻼد ﻓﻲ اﻟﻌﺎﻟﻢ‬
3. Make three sentences using past, present continuous or habitual, and future with each of the following verbs. Use a different
personal pronoun subject for each sentence.
Example: Prompt: ‫ اﺗﮑﻠﻢ ﻳﺘﮑﻠﻢ‬Answer: .‫( أﻧﺎ اﺗﮑﻠﻤﺖ ﻣﻊ اﻷﺳﺘﺎذ اﻣﺒﺎرح‬Past) I spoke with the professor yesterday. ‫ﻫﻲ ﺑﺘﺘﮑﻠﻢ‬
.‫( ﻋﺮﺑﻲ ﮐﻮﻳﺲ ﻗﻮي‬Present) She speaks Arabic very well. .‫( اﺣﻨﺎ ﺣﻨﺘﮑﻠﻢ ﺑﻌﺪ اﻟﺪرس‬Future) We’ll talk after class.
‫ﻧﺎم ﻳﻨﺎم‬ ‫اﻓﺘﮑﺮ ﻳﻔﺘﮑﺮ‬ ‫راح ﻳﺮوح‬

‫ﻳﺪرس‬
ّ ‫درس‬ ّ ‫اﲡﻮز ﻳﺘﺠﻮز‬
4. Do drill 3 again, this time negating all three of your sentences for each verb.
Example: Prompt: ‫ اﺗﮑﻠﻢ ﻳﺘﮑﻠﻢ‬Answer: .‫( أﻧﺎ ﻣﺎﺗﮑﻠﻤﺘﺶ ﻣﻊ اﻷﺳﺘﺎذ اﻣﺒﺎرح‬Past) I spoke with the professor yesterday. ‫ﻫﻲ‬
.‫( ﻣﺎﺑﺘﺘﮑﻠﻤﺶ ﻋﺮﺑﻲ ﮐﻮﻳﺲ ﻗﻮي‬Present) She speaks Arabic very well. .‫( اﺣﻨﺎ ﻣﺶ ﺣﻨﺘﮑﻠﻢ ﺑﻌﺪ اﻟﺪرس‬Future) We’ll talk after class.
5. Write the root and Verb Form for each of the verbs in drill 3.
Example: Prompt: ‫ اﺗﮑﻠﻢ ﻳﺘﮑﻠﻢ‬Answer: root: ‫ م‬- ‫ ل‬- ‫ ك‬Verb Form: V
6. Answer the following questions in the affirmative using pronoun endings.
Example: Prompt: ‫ اﻧﺖ ﺷﻔﺖ ﻣﺤﻤﻮد اﻟﻨﻬﺎرده؟‬Answer: .‫ ﺷﻔﺘﻪ اﻟﻨﻬﺎرده‬،‫أﻳﻮه‬
‫ﺑﻴﺤﺒﻮا اﻟﻄﻼب؟‬
‫ﺑﺘﻔﻬﻤﻮﻧﻲ ﳌﺎ أﻧﺎ ﺑﺎﺗﮑﻠﻢ؟‬
7. Answer the questions in drill 7 in the negative. Remember to use the pronoun endings?
Example: Prompt: ‫ اﻧﺖ ﺷﻔﺖ ﻣﺤﻤﻮد اﻟﻨﻬﺎرده؟‬Answer: .‫ ﻣﺎﺷﻔﺘﻮش اﻟﻨﻬﺎرده‬،‫ﻻ‬
8. General review. Translate the following sentences into Arabic. Remember that non-human plurals often agree as if they were
feminine singular
I had an old desk in the office, but I don’t have it now.
e two books were on the table last ursday, but I haven’t seen them this week.
ere are not any new offices in this building, right?
At three o’clock I have to go eat dinner.
Eavery Friday they go to the mosque.
I brought nine pens in my bag today.
We didn’t have a house when we arrived in America.

1. Elatives
Elatives are adjectives that function as both comparatives (as in ‘better’) and superlatives (as in ‘best’). All elatives are
adjectives, although not all adjectives have comparative or superlative forms. Many adjectives form the elative by using the
’aFMaL pattern. us ‘bigger’ is ‫أﮐﺒﺮ‬, ‘prettier’ is ‫أﺟﻤﻞ‬, and ‘further’ is ‫أﺑﻌﺪ‬. Note that the elative adjective does not agree in
gender.
Adjective Elative
‫ﺑﻌﻴﺪ‬ ‫أﺑﻌﺪ‬ bicid ’abcad
‫ﮐﺒﻴﺮ‬ ‫أﮐﺒﺮ‬ kibiir ’akbar
‫ﻃﻮﻳﻞ‬ ‫أﻃﻮل‬ †awiil ’a†wal
When the adjective is based on a doubled root like ‫‘ ﺟﺪﻳﺪ‬new’ the pattern ’aFaDD is often used instead: ‫ أﺟ ّﺪ‬agadd ‘newer’
(although ‫’ أﺟﺪد‬agdad is also sometimes used). If the root is weak, the pattern is ’aFMaa. For example:
Adjective Elative
‫ﺟﺪﻳﺪ‬ ‫ أﺟﺪد‬،‫أﺟ ّﺪ‬ gidiid ’agadd, ’agdad
‫ﺣﻠﻮ‬ ‫أﺣﻠﻰ‬ ˙ilw ’a˙la
Note: the adjective ‫‘ ﮐﻮﻳﺲ‬good’ takes the special elative form ‫‘ أﺣﺴﻦ‬better’.
2. Comparatives
Two items are compared by using the elative adjective and the preposition ‫ﻣﻦ‬. For example:
.‫ اﻷﺳﺘﺎذ أﻃﻮل ﻣﻦ اﻟﻄﺎﻟﺐ‬e professor is taller than the student.

.‫ اﻟﮑﺘﺎب اﻟﺒﻨﻲ أﺣﺴﻦ ﻣﻦ اﻟﮑﺘﺎب اﻷزرق‬e brown book is better than the blue book.
.‫ ﻟﻌﺮﺑﻲ أﺳﻬﻞ ﻣﻦ اﻹﳒﻠﻴﺰي‬Arabic is easier than English.
3. Superlatives
To form a superlative, an elative adjective is used in an INDEFINITE i∂aafa. e translation in English is definite, so this
can be somewhat confusing. In English we say ‘Cairo is the biggest city in Egypt’, while in Arabic they say ‫اﻟﻘﺎﻫﺮة أﮐﺒﺮ ﻣﺪﻳﻨﺔ ﻓﻲ‬
‫ ﻣﺼﺮ‬without the article (Cairo – biggest city in Egypt). Remember to leave out the article even if the English meaning has
a ‘the.’ Examples:
‫ أﮐﺒﺮ ﻣﺪﻳﻨﺔ‬the biggest city
.‫ ﻫﻮ أﻃﻮل ﻃﺎﻟﺐ ﻓﻲ اﻟﻔﺼﻞ‬He is the tallest student in the class.
. ‫ دي أﻋﻠﻰ ﺑﻨﺎﻳﺔ ﻓﻲ اﳌﺪﻳﻨﺔ‬is is the tallest building in the city.
Another possible construction is to put the elative in a DEFINITE i∂aafa with a PLURAL noun. e meaning is slightly
different. In this case it means ‘the biggest/best/furthest/etc. of the ____.’ ere is a direct contrast, therefore, between
indefinite elatives and definite i∂aafas with plural nouns (elatives in definite i∂aafas with singular nouns are usually
impossible). For example, compare the following sentences:
.‫ اﻟﻘﺎﻫﺮة واﺳﮑﻨﺪرﻳﺔ واﻟﺮﻳﺎض أﮐﺒﺮ ﻣﺪن ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‬Cairo, Alex and Riyadh are the biggest cities in the Arab World.
.‫ اﻟﻘﺎﻫﺮة أﮐﺒﺮ اﳌﺪن ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‬Cairo is the biggest of the cities in the Arab World.
.‫ اﻟﻘﺎﻫﺮة أﮐﺒﺮ ﻣﺪﻳﻨﺔ ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‬Cairo is the beggest city in ht eArab World.
Here are more examples of an elative in a definite I∂aafa with a plural noun:
.‫ ﺳﻤﻴﺮ أﻗﺼﺮ اﻟﻄﻼب ﻓﻲ اﻟﻔﺼﻞ‬Samir is the shortest of the students in the class.
.‫ ﺑﻴﺘﻲ أﺟﺪد اﻟﺒﻴﻮت ﻓﻲ اﳌﺪﻳﻨﺔ‬My house is the newest of the houses in the city.
4. Form II verbs
As stated in the last lesson, the verbs of the various forms conjugate pretty much the same way as the verbs you have already
learned. Here is the entire conjugation of the verb ‫ﻳﺪرس‬ ّ ‫درس‬ّ a typical Form II Sound verb.

‫ﺣﻴﺪرس‬
ّ ‫ﺑﻴﺪرس‬
ّ ‫ﻳﺪرس‬
ّ ‫درس‬
ّ ‫ﻫﻮ‬
‫ﺣﺘﺪرس‬
ّ ‫ﺑﺘﺪرس‬
ّ ‫ﺗﺪرس‬ّ ‫درﺳﺖ‬ ّ ‫ﻫﻲ‬
‫درس‬
ّ ‫ﺣﺘﺪرس‬ ّ ‫ﺑﺘﺪرس‬ ّ ‫ﺗﺪرس‬ ّ ‫درﺳﺖ‬ ّ ‫اﻧﺖ‬
‫درﺳﻲ‬ّ ‫ﺣﺘﺪرﺳﻲ‬ ّ ‫ﺑﺘﺪرﺳﻲ‬ ّ ‫ﺗﺪرﺳﻲ‬ ّ ‫درﺳﺘﻲ‬ ّ ‫اﻧﺖ‬
ِ
‫ﺣﺎدرس‬ ّ ‫ﺑﺎدرس‬ ّ ‫ادرس‬ ّ ‫درﺳﺖ‬ ّ ‫أﻧﺎ‬
‫ﺣﻴﺪرﺳﻮا‬
ّ ‫ﺑﻴﺪرﺳﻮا‬
ّ ‫ﻳﺪرﺳﻮا‬
ّ ‫درﺳﻮا‬ّ ‫ﻫﻢ‬
‫درﺳﻮا‬
ّ ‫ﺣﺘﺪرﺳﻮا‬ّ ‫ﺑﺘﺪرﺳﻮا‬ّ ‫ﺗﺪرﺳﻮا‬ ّ ‫درﺳﺘﻮا‬ ّ ‫اﻧﺘﻮ‬
‫ﺣﻨﺪرس‬
ّ ‫ﺑﻨﺪرس‬
ّ ‫ﻧﺪرس‬
ّ ‫درﺳﻨﺎ‬
ّ ‫اﺣﻨﺎ‬

˙aydarris biydarris yidarris darris huwwa
˙atdarris bitdarris tidarris darrisit hiyya
darris ˙atdarris bitdarris tidarris darrist inta
darrisi ˙atdarrisi bitdarrisi tidarrisi darristi inti
˙adarris badarris adarris darrist ana
˙aydarrisu biydarrisu yidarrisu darrisu humma

darrisu ˙atdarrisu bitdarrisu tidarrisu darristu intu
˙andarris bindarris nidarris darrisna i˙na
Verbal Noun ‫ﺗﺪرﻳﺲ‬ tadriis

Active Participle ‫ﻣﺪرس‬
ّ mudarris
5. Ordinal Numbers
Ordinal numbers (1st, 2nd, 3rd, etc.) take the pattern FaaMiL except for 1st, which takes ’awwil. All the other ordinal numbers
through 10th are based on the corresponding cardinal number (talaata—taalit, ’arbaca—raabic, etc.) except for ‘sixth,’ which
appears to be unrelated to the cardinal (sitta—saadis). Learn the pattern, but be sure to learn ‘first’ and ‘sixth’ separately.
See you tonight!
Family Words Verbs
‫ات‬- (‫ﻋﻴﻠﺔ )ﻋﺎﺋﻠﺔ‬ family c

eela -aat ‫ﺣﻀﺮ ﻳﺤﻀﺮ‬ to addend ˙a∂ar yi˙∂ar
‫أخ إﺧﻮات‬ brother ’ax ’ixwaat ‫ﻳﺘﻔﺮج ﻋﻠﻰ‬

ّ ‫اﺗﻔﺮج‬ ّ to watch itfarrag yitfarrag cala
‫إﺧﻮة إﺧﻮان‬ (brothers, Fuß. pl) ’ixwa ’ixwaan ‫اﺳﺘﻨّﻰ ﻳﺴﺘﻨّﻰ‬ to wait istanna yistanna
‫أﺧﺖ أﺧﻮات‬ sister ’uxt ’axawaat ‫ر ّد ﻳﺮ ّد ﻋﻠﻰ‬ to respond to radd yirudd cala
‫إﺧﻮات ﺑﻨﺎت‬ (sisters, alt. pl) ’ixwaat banaat ‫ﻣﺸﻲ ﳝﺸﻲ‬ to walk miši yimši
‫ﺟ ّﺪ ﺟﺪود‬ grandfather gidd guduud ‫اﺗّﺼﻞ ﻳﺘّﺼﻞ ب‬ to call ittaßal yittaßal bi-
‫ﺟ ّﺪة ﺟ ّﺪات‬ grandmother gidda giddaat ‫ﺳﺎب ﻳﺴﻴﺐ‬ to leave (s.th.) saab yisiib
‫ﺧﺎل أﺧﻮال‬ maternal uncle xaal ’axwaal ‫ﻳﻮري‬

ّ ‫ورى‬ ّ to show warra yiwarri
‫ﻋ ّﻢ أﻋﻤﺎم‬ paternal uncle c
amm ’a maam c
Nouns
‫ﺧﺎﻟﺔ ﺧﺎﻻت‬ maternal aunt xaala xalaat
‫ﻣﻮﺳﻴﻘﻰ‬ music muusiiqaa
‫ﻋ ّﻤﺔ ﻋ ّﻤﺎت‬ paternal aunt c
amma cammaat
(‫رﺋﻴﺲ )ر ّﻳﺲ‬ president ra’iis (rayyis)
‫أب آﺑﺎء‬ father ’ab ’abaa’
‫ات‬- ‫ﺳﮑﺮﺗﻴﺮة‬ secretary sikriteera (-aat)
‫أم أﻣﻬﺎت‬ mother ’umm ’ummahaat
‫ﺳﻮق أﺳﻮاق‬ market suu’ ’aswaa’
‫ﻣﺮات ﻋ ّﻤﻲ‬ my uncle’s wife miraat cammi
‫ﺟﻮز ﺧﺎﻟﺘﻲ‬ my aunt’s husband gooz xalti Adjectives
(‫ ﻣﺒﺴﻮط )ﻳﻦ‬happy mabsuu† (-iin)

Other Words
(‫ ﻣﻮﺟﻮد )ﻳﻦ‬present mawguud (-iin)
‫أﻟﻮ‬ hello ’aloo
‫ﺑﺎﻗﻮل ﻟﻚ أﻳﻪ‬ I’ll tell you what ba’ullak ’eeh Time Words
...‫ ب‬...‫ﻗﺒﻞ‬ before... by... ’abl... bi... ‫ دﻗﻴﻘﺔ دﻗﺎﺋﻖ‬minute da’ii’a da’aayi’
‫ﺑﺈذن اﻟﻠﻪ‬ hopefully bi’izn illaah ‫ ﺛﺎﻧﻴﺔ ﺛﻮاﻧﻲ‬second sanya sawaani
‫ل‬ to, for (attached to word) li
‫ ان‬that ’ann
‫ اﻟﻠﻲ‬that, which, who illi
‫ ﺑﲔ‬between been
‫ اﺑﻦ اﻟﻮ ّز ﻋ ّﻮام‬e son of a duck is a swimmer. (Like father, like son.) ibn ilwizz cawwaam.
‫ اﺑﻦ اﻟﺒﻠﺪ‬son of of the country (an ‘authentic’ local boy) ibn ilbalad
Dialogue Assignment
1. Work with a partner. Take turns pretending to call each other. Call your partner twice. e first time pretend that s/he is not at
home, and leave a message. During the second call, have a simple short conversation and find out how s/he is doing.
2. Work with a partner and talk about your families using the words for relatives from this lesson. Talk about where diferent family
members are living and what they are doing, etc.
Drills
1. Subordinate clause review. Translate the following sentences into English.
Example: Prompt: ‫ﻫﻮ ﻗﺎل ان اﻟﺒﻴﺖ ﺟﺪﻳﺪ‬. Answer: He said (that) the house is new.
.‫ﻗﺎﻟﻮا ان اﻟﺴﮑﺮﺗﻴﺮة اﳉﺪﻳﺪة ﻟﺒﻨﺎﻧﻴﺔ‬ .‫أﻧﺎ ﺳﻤﻌﺖ ان اﻟﺒﻨﺖ دي ﻣﻦ ﻣﺼﺮ‬

.‫ ﺑﺲ دﻟﻮﻗﺘﻲ أﻧﺎ زﻋﻼن‬،‫اﻧﺖ ﻗﻠﺘﻲ ﻟﻲ ان اﳊﺐ ﺣﻴﺨﻠﻴﻨﻲ ﻣﺒﺴﻮط‬
ِ
2a. Subordinate clause review with pronoun endings. Choose the correct subordinate clause with its appropriate pronoun ending to
complete the sentences.
Example: Prompt: (‫ اﻧﻬﺎ‬- ‫ اﻧﻬﻢ‬- ‫ ﻫﻲ ﻗﺎﻟﺖ ــــــــ راﻳﺤﺔ ﻣﺪﻳﻨﺔ ﻣﻮﺳﮑﻮ )اﻧﻪ‬Answer: .‫ﻫﻲ ﻗﺎﻟﺖ اﻧﻬﺎ راﻳﺤﺔ ﻣﺪﻳﻨﺔ ﻣﻮﺳﮑﻮ‬
(‫)اﻧﻪ ــ اﻧﻬﻢ ــ اﻧﻬﺎ‬ .‫أﻧﺎ ﻗﺮﻳﺖ ــــــــ ﻃﻼب ﮐﻮﻳﺴﲔ‬

(‫)اﻧﻪ ــ اﻧﻬﻢ ــ اﻧﻬﺎ‬ .‫ﻫﻢ ﻋﺎرﻓﲔ ــــــــ ﳑﮑﻦ ﻳﻌﻤﻞ ﮐﻞ ﺣﺎﺟﺔ‬
(‫)اﻧﻪ ــ اﻧﻬﻢ ــ اﻧﻬﺎ‬ ‫ﺑﻨﻔﺘﮑﺮ ــــــــ ﺑﻨﺖ ﺣﻠﻮة‬
2b. Translate the sentences in Drill 2a into English.

Example: Prompt: (‫ اﻧﻬﺎ‬- ‫ اﻧﻬﻢ‬- ‫ﻫﻲ ﻗﺎﻟﺖ ــــــــ راﻳﺤﺔ ﻣﺪﻳﻨﺔ ﻣﻮﺳﮑﻮ )اﻧﻪ‬ Answer: She said that she is going to Moscow.
3. Translate the following sentences into Arabic:
We think (that) she is a good professor.
ey said (that) they want to come with us.
We know (that) we shouldn’t sleep in class.
He said (that) he left everything on the bus.
4. Relative clause review. Translate the following sentences into Arabic. For example:
Example: Prompt: .‫ اﻧﺖ ﻋﺎرف اﻟﺒﻨﺖ اﻟﻠﻲ وﺻﻠﺖ اﻣﺒﺎرح‬Answer: Do you know the girl who arrived yesterday?
Who is the person (that is) wearing blue pants?
Can you show me the watch you lke?
Do you see the book Amina brought?
Which company was the first that responded to your question?

5. Combine each pair of sentences into a single sentence using relative clauses. For example:
Example: Prompt: .‫ ﻓﲔ اﻟﺮاﺟﻞ؟ اﻟﺮاﺟﻞ ﮐﺎن ﻳﻘﻌﺪ ﻫﻨﺎ‬Answer: ‫ﻓﲔ اﻟﺮاﺟﻞ اﻟﻠﻲ ﮐﺎن ﻳﻘﻌﺪ ﻫﻨﺎ؟‬
.‫اﳊﺎﺟﺎت ﮐﺎﻧﺖ ع اﻟﺘﺮﺑﻴﺰة‬ ‫ﺑﺘﺎﻋﺔ ﻣﲔ اﳊﺎﺟﺎت؟‬

.‫اﻟﺒﻨﺖ ﻻﺑﺴﺔ ﻓﺴﺘﺎن أﺧﻀﺮ‬ ‫ﻣﲔ اﻟﺒﻨﺖ دي؟‬
.‫اﻟﺸﺨﺺ ﺑﻴﺘﮑﻠﻢ ﻋﺮﺑﻲ‬ ‫ﻣﻨﲔ اﻟﺸﺨﺺ؟‬
.‫اﻟﺒﻨﺎﻳﺔ ﺟﻨﺐ اﻟﻨﻴﻞ‬ ‫ﺷﻔﺖ اﻟﺒﻨﺎﻳﺔ؟‬
6. Translate the following sentences. Remember that relative clauses are only used when the ‘Head Noun’ is definite.
e secretary showed me the office that the president works in.
I spoke with a girl who was born in Egypt.
ey want to see the new car that I read about yesterday.
We know the students that are studying French.
He is waiting for a bus going to Cairo.

1.Telephone skills
Egyptians say ‘hello’ (‫ )أﻟﻮ‬when they answer the phone. e difference with English is that they don’t use this greeting
anywhere else except on the phone. Use the phrases in the following boxes, or variants of them, to announce who is calling,
to find the person you want to talk to, and to leave a message.
Caller
.‫أﻧﺎ ﮐﺮﱘ‬ is is Karim.
‫ﻣﺎﻫﺮ ﻣﻮﺟﻮد؟‬ Is Mahir there?
‫ﳑﮑﻦ ﺗﻘﻮل ﻟﻪ ﺣﺎﺟﺔ؟‬ Could you leave a message?
‫ﺣﻴﮑﻮن ﻓﻲ اﻟﺒﻴﺖ اﻣﺘﻰ؟‬ When will he be home?
.‫ﻗﻮل ﻟﻪ اﻧﻲ اﺗّﺼﻠﺖ ﺑﻴﻪ‬ Tell him I called.
.‫ﻗﻮل ﻟﻪ ﻳﺘّﺼﻞ ﺑﻴﺎ‬ Tell him to call me.
Answerer
.‫أﻟﻮ‬ Hello.
.‫دﻗﻴﻘﺔ واﺣﺪة ﻣﻦ ﻓﻀﻠﻚ‬ Just a minute please.
.‫ﻫﻮ ﻣﺶ ﻣﻮﺟﻮد دﻟﻮﻗﺘﻲ‬ He’s not here right now.
.‫ﳑﮑﻦ أﻗﻮل ﻟﻪ ﺣﺎﺟﺔ‬ May I take a message?
‫ﳑﮑﻦ أﻗﻮل ﻟﻪ ﻣﲔ؟‬ May I tell him who is calling?
.‫اﻟﻨﻤﺮة ﻏﻠﻂ‬ Wrong number.
2. Subordinate Clauses with ‫ان‬

e subordinating conjunction ‘that’ is ‫’ ان‬inn in Egyptian Arabic. is form is sometimes used alone after verbs like ‫ﻗﺎل ﻳﻘﻮل‬
‘to say,’ but it is more often attached to a pronoun ending: ‫‘ اﻧﻪ‬that he,’ ‫‘ اﻧﻬﺎ‬that she,’ etc. Even though a pronoun ending is used,
the meaning of the pronoun is that of subject of the subordinate clause. ere is quite a bit of variation in the way this is used.
Sometimes a full subject pronoun is used instead of the pronoun ending, as in: ‫‘ ان اﻟﻄﻼب‬that the students,’ (instead of ‫)اﻧﻬﻢ‬
and sometimes the whole thing is simply left out and the verb takes the clause directly without a subordinating conjunction.
Examples:
.‫ ﻗﺎل اﻧﻪ ﺣﻴﻴﺠﻲ ﺑﮑﺮه‬He said that he would come tomorrow.

.‫ ﻗﺎﻟﺖ ان اﻟﻄﻼب ﻣﺎﮐﺎﻧﻮش ﻣﻮﺟﻮدﻳﻦ‬She said the students were not there.
.‫ أﻧﺎ ﻗﻠﺖ اﻟﺒﻴﺖ ﺟﺪﻳﺪ‬I said the house is new.
Many fuß˙a verbs take the fuß˙a equivalent of ’inn (’ann, ’inna), while their colloquial counterparts take nothing (as with the
fuß˙a equivalents of the modals ‫ ﳝﮑﻦ‬and ‫)ﻻزم‬. For example:
.‫ أﻧﺎ ﻋﺎوز أﺷﺮب ﻗﻮﻫﺔ‬Colloquial

.‫ أرﻳﺪ أن أﺷﺮب ﻗﻬﻮة‬Fuß˙a
3.Relative Clauses
R  are clauses that act like adjectives, describing a noun (called the  ). In English they often
start with the word ‘which’ or ‘that’ or ‘who,’ as in ‘the book which I read,’ or ‘the girl that I saw,’ but often the ‘which’ or ‘that’ is
omitted, as in ‘the girl I saw.’
Egyptian Arabic relative clauses also start with a head noun. If the head noun is definite, then the next word must be ‫’ اﻟﻠﻲ‬illi
‘which.’ However, if the head noun is indefinite, ‫ اﻟﻠﻲ‬must be omitted.
‫ اﻟﺒﻨﺖ اﻟﻠﻲ وﺻﻠﺖ اﻣﺒﺎرح‬the girl who arrived yesterday

‫ ﺑﻨﺖ وﺻﻠﺖ اﻣﺒﺎرح‬a girl who arrived yesterday
ere must also be something in the clause that agrees with and refers back to the head noun. is something is referred to
as the . If the head noun functions as the subject of the verb in the relative clause (i.e. if the verb agrees with the head
noun), then the verb is the relator. In all other cases, there must be some pronoun in the clause that refers back to the head
noun. So instead of saying “the girl whom I saw,” in Arabic one would say “the girl whom I saw her.” For example:
‫اﻟﺒﻨﺖ اﻟﻠﻲ ﺷﻔﺘﻬﺎ اﻣﺒﺎرح‬ the girl whom I saw (her) yesterday
‫اﻟﻄﻼب اﻟﻠﻲ رﺣﺖ ﻣﻌﺎﻫﻢ‬ the students who I went with (them)
‫اﻟﮑﺘﺎب اﻟﻠﻲ ﻗﺮﻳﺘﻪ‬ the book which I read (it)
‫وﻟﺪ ﺷﻔﺘﻪ اﻣﺒﺎرح‬ a boy (whom) I saw (him) yesterday
.‫ده ﮐﺘﺎب ﻗﺮﻳﺘﻪ اﻟﺴﻨﺔ اﻟﻠﻲ ﻓﺎﺗﺖ‬ is is a book (which) I read (it) last year.
4. ‘Father’ and ‘Brother’ with Pronoun Endings

e words ‫‘ اب‬father’ and ‫‘ اخ‬brother’ take special forms when they are the first term of an i∂aafa or have a pronoun ending:
‫أﺧﻮﻫﺎ‬ her brother
‫أﺧﻮ ﮐﺮﱘ‬ Karim’s brother
‫أﺑﻮه‬ his father
‫أﺑﻮ ﻓﺮﻳﺪ‬ Farid’s father
(‫ أﺑﻮﻳﺎ )ﺑﺎﺑﺎﻳﺎ‬my father
5. Words for Relatives

Arabs distinguish between relatives on their mother’s side and relatives on their fathers side. ey also distinguish between
real ‘blood’ relatives and relatives by marriage. is means that there are more words for ‘aunt,’‘uncle,’ and ‘cousin’ than there
are in English. us, someone in English you call uncle, in Arabic could be your ‘mother’s brother,’ your ‘father’s brother,’ your
‘mother’s sister’s husband,’ or your ‘father’s sister’s husband.’ e system is not that hard to learn, but it is hard for English
speakers to remember that when you refer to relatives you always need to be this specific. Study the following charts for the
various combinations.
Uncles and Aunts
Father’s Side Mother’s Side
‫ ﻋ ّﻢ‬father’s brother ‫ﺧﺎل‬ mother’s brother
‫ ﻣﺮات ﻋ ّﻢ‬wife of father’s brother ‫ﻣﺮات ﺧﺎل‬ wife of mother’s brother
‫ ﻋ ّﻤﺔ‬father’s sister ‫ﺧﺎﻟﺔ‬ mother’s sister
‫ ﺟﻮز ﻋ ّﻤﺔ‬husband of father’s sister ‫ﺟﻮز ﺧﺎﻟﺔ‬ husband of mother’s sister
Cousins
Father’s Side Mother’s Side
‫ اﺑﻦ ﻋ ّﻢ‬father’s brother’s son ‫اﺑﻦ ﺧﺎل‬ mother’s brother’s son
‫ ﺑﻨﺖ ﻋ ّﻢ‬father’s brother’s daughter ‫ﺑﻨﺖ ﺧﺎل‬ mother’s brother’s daughter
‫ اﺑﻦ ﻋ ّﻤﺔ‬father’s sister’s son ‫اﺑﻦ ﺧﺎﻟﺔ‬ mother’s sister’s son
‫ ﺑﻨﺖ ﻋ ّﻤﺔ‬father’s sister’s daughter ‫ﺑﻨﺖ ﺧﺎﻟﺔ‬ mother’s sister’s daughter
When referring to your own relatives or someone else’s, these terms are often used with pronoun endings: ‫اﺑﻦ ﻋ ّﻤﻲ‬, ‫ﺧﺎﻟﺘﻲ‬, ‫ﺟﻮز‬
‫ﻋ ّﻤﺘﻲ‬, etc. e terms are also often metaphorically extended to non-relatives; thus ‫ ﻋﻤﻲ‬may be used to address the concierge
of your building or any older gentleman, and ‫ ﺧﺎﻟﺘﻲ‬to a woman selling vegetables on the street. Also, ‫ ﻋﻤﻲ‬is sometimes used
to directly address someone who is really the husband of an aunt. He would be referred to as ‫ﺟﻮز ﻋ ّﻤﺘﻲ‬, but addressed as .‫ﻋﻤﻲ‬
‫ ﻋﻤﻲ‬is also sometimes used to address a cousin who is considerably older than oneself.
e form ‫ ﻋﻢ‬without a pronoun ending is also used to address both friends and strangers, often in jest or annoyance.
e French word ‫† ﻃﻨﻂ‬an† has also been borrowed, and is used by some speakers to address both real aunts and any older
woman who is a friend of the family, such as a neighbor or the mother of a friend.
Mother and Father

In Egypt, how one addresses one’s parents is a fairly sensitive marker of social class. Middle class children normally use the
borrowed terms ‫ ﺑﺎﺑﺎ‬and ‫ﻣﺎﻣﺎ‬. Working class kids are more likely to use ‫’ أﺑﻮﻳﺎ‬abuuya or ‫’ آﺑﺎ‬aaba for ‘father,’ and ‫’ أﻣﻲ‬ummi or ‫أ ّﻣﺎ‬
’amma for ‘mother.’ When referring to their parents in conversations with others, however, they will often switch to the more
formal ‫ واﻟﺪي‬waldi and ‫ واﻟﺪﺗﻲ‬walditi. ere is an interesting‘reverse’ usage as well, in which parents call their children the term
that the children would normally call them. us, mothers can be heard calling their young sons ‫ ﻳﺎ ﻣﺎﻣﺎ‬ya maama, and fathers
their daughters ‫ ﻳﺎ ﺑﺎﺑﺎ‬ya baaba.
Brother and Sister

e terms ‫’ أﺧﻲ‬axi, ‫’أﺧﻮﻳﺎ‬axuuya, and ‫’ أﺧﺘﻲ‬uxti are used for real brothers and sisters and for friends, acquaintances and even
strangers. ey are often used sarcastically or in anger, so it is important to note the tone of voice in which they are used to
be able to interpret the intent of their use.
ere are three ways to say ‘brothers’ in Egyptian Arabic. Each word is used in a different context.
‫ إﺧﻮات‬refers to actual brothers

‫ إﺧﻮة‬used in the business world as in “e Smith Brothers” etc.
‫ إﺧﻮان‬the Muslim Brotherhood
‘Sisters’ can simply be ‫‘ إﺧﻮات‬ixwaat - exactly like one of the ways to say ‘brothers’. is can sometimes be ambiguous, therefore
if you need to specify that you are not talking about males, you can say ‫’ إﺧﻮات ﺑﻨﺎت‬ixwaat binaat.
6. Form VII verbs

Form I verbs can often be made passive by putting them into the Form VII pattern. is is particularly true when there is
no Form V of that verb available. Form VII is considered to be more ‘productive’ in Egyptian Arabic than the other forms,
meaning that you can plug almost any Form I verb into this pattern even if it not technically ‘in the dictionary.’ Here are the
forms for itkatab yitkitib (to be written):

‫ﺣﻴﺘﮑﺘﺐ‬ ‫ﺑﻴﺘﮑﺘﺐ‬ ‫ﻳﺘﮑﺘﺐ‬ ‫اﺗﮑﺘﺐ‬ ‫ﻫﻮ‬
‫ﺣﺘﺘﮑﺘﺐ‬ ‫ﺑﺘﺘﮑﺘﺐ‬ ‫ﺗﺘﮑﺘﺐ‬ ‫اﺗﮑﺘﺒﺖ‬ ‫ﻫﻲ‬
‫اﺗﮑﺘﺐ‬ ‫ﺣﺘﺘﮑﺘﺐ‬ ‫ﺑﺘﺘﮑﺘﺐ‬ ‫ﺗﺘﮑﺘﺐ‬ ‫اﺗﮑﺘﺒﺖ‬ ‫اﻧﺖ‬
‫اﺗﮑﺘﺒﻲ‬ ‫ﺣﺘﺘﮑﺘﺒﻲ‬ ‫ﺑﺘﺘﮑﺘﺒﻲ‬ ‫ﺗﺘﮑﺘﺒﻲ‬ ‫اﺗﮑﺘﺒﺘﻲ‬ ‫اﻧﺖ‬
ِ
‫ﺣﺎﺗﮑﺘﺐ‬ ‫ﺑﺎﺗﮑﺘﺐ‬ ‫اﺗﮑﺘﺐ‬ ‫اﺗﮑﺘﺒﺖ‬ ‫أﻧﺎ‬
‫ﺣﻴﺘﮑﺘﺒﻮا‬ ‫ﺑﻴﺘﮑﺘﺒﻮا‬ ‫ﻳﺘﮑﺘﺒﻮا‬ ‫اﺗﮑﺘﺒﻮا‬ ‫ﻫﻢ‬

‫اﺗﮑﺘﺒﻮا‬ ‫ﺣﺘﺘﮑﺘﺒﻮا‬ ‫ﺑﺘﺘﮑﺘﺒﻮا‬ ‫ﺗﺘﮑﺘﺒﻮا‬ ‫اﺗﮑﺘﺒﺘﻮا‬ ‫اﻧﺘﻮ‬
‫ﺣﻨﺘﮑﺘﺐ‬ ‫ﺑﻨﺘﮑﺘﺐ‬ ‫ﻧﺘﮑﺘﺐ‬ ‫اﺗﮑﺘﺒﻨﺎ‬ ‫اﺣﻨﺎ‬

˙ayitkitib biyitkitib yitkitib itkatab huwwa
˙atitkitib bititkitib titkitib itkatabit hiyya
itkitib ˙atitkitib bititkitib titkitib itkatabt inta
itkitbi ˙atitkitbi bititkitbi titkitbi itkatabti inti
˙atkitib batkitib atkitib itkatabt ana
˙ayitkitbu biyitkitbu yitkitbu itkatabu humma

itkitbu ˙atitkitbu bititkitbu titkitbu itkatabtu intu
˙anitkitib binitkitib nitkitib itkatabna i˙na
Verbal Noun (not used)

Active Participle ‫ﻣﺘﮑﺘﺐ‬ (rarely used)
How do I get to the museum?
Nouns Verbs
‫ﻣﺘﺤﻒ ﻣﺘﺎﺣﻒ‬ museum mat˙af mataa˙if ‫ ﻗﺪر ﻳﻘﺪر‬to be able ’idir yi’dar
‫إﺷﺎرة إﺷﺎرات‬ traffic light ’išaara ’išaaraat ّ ‫ﻟﻒ‬

‫ﻳﻠﻒ‬ ّ to turn laff yiliff
‫ﻣﻴﺪان ﻣﻴﺎدﻳﻦ‬ square midaan mayadiin ‫ﻋ ّﺪى ﻳﻌ ّﺪي‬ to cross c

adda yicaddi
ّ
‫ﻣﺤﻄﺎت‬ ّ
‫ﻣﺤﻄﺔ‬ station ma˙a†† ma˙a††aat ‫ﻻﻗﻰ ﻳﻼﻗﻲ‬ to find laa’a yilaa’i
‫ﺣﻲ أﺣﻴﺎء‬
ّ quarter ˙ayy ’a˙yaa’ ‫ﻧﺰل ﻳﻨﺰل‬ to go down, get off nizil yinzil
‫ﺻﺤﻔﻲ ﺻﺤﻔﻴﲔ‬ journalist ßu˙ufi ßu˙ufiiyyiin ّ

‫ﻳﺨﺶ‬ ّ
‫ﺧﺶ‬ to turn, go in xašš yixušš
‫رﻗﻢ أرﻗﺎم‬ number raqam ’arqaam ‫ ﻗﻄﻊ ﻳﻘﻄﻊ‬to cut, cross ’a†ac yi’†ac
‫ﺳﻔﺎرة ﺳﻔﺎرات‬ embassy sifaara sifaraat ‫ﳝﺮ‬

ّ ‫ﻣﺮ‬ ّ to pass by marr yimurr
‫ﺟﻨﻴﻨﺔ ﺟﻨﺎﻳﻦ‬ garden, park gineena ganaayin ‫ﻧﺰّل ﻳﻨﺰّل‬ to let someone off nazzil yinazzil
‫ﺟﻨﻴﻨﺔ اﳊﻴﻮاﻧﺎت‬ zoo ginent il˙ayawanaat ‫ﻃﻠﻊ ﻳﻄﻠﻊ‬ to go up †ilic yi†lac
‫ﻟﻮﮐﻨﺪة ﻟﻮﮐﻨﺪات‬ hotel ’lukanda lukandaat ‫ﺑﻘﻰ ﻳﺒﻘﻰ‬ to become ba’a yib’a
‫ﻓﻨﺪق ﻓﻨﺎدق‬ hotel fundu’ fanaadi’ ‫ﻣﺎﺑﻘﺎش ﻣﺎﻳﺒﻘﺎش‬ to no longer be maba’aaš mayib’aaš
‫ﻗﻄﺮ ﻗﻄﺮات‬ train a†r ’u†uraat ‫ﺳﺎﻋﺪ ﻳﺴﺎﻋﺪ‬ to help saacid yisaacid
‫ﻣﺤﻼت‬ ّ
ّ ‫ﻣﺤﻞ‬ shop ma˙all ma˙allaat ‫ﺿﺎع ﻳﻀﻴﻊ‬ to get (be) lost ∂aac yi∂iic
‫ﺑﻮﺳﻄﺔ‬ post office, mail bos†a ‫اﺑﺘﺪى ﻳﺒﺘﺪي‬ to begin ibtada yibtidi
‫ﻓﺮن أﻓﺮان‬ bakery, oven furn ’afraan ‫د ّور ﻳﺪ ّور ﻋﻠﻰ‬ to look for dawwar yidawwar cale
‫ﺟﺰّار ﺟﺰّارﻳﻦ‬ butcher gazzaar gazzariin ‫ﺗﻌﺎﻟﻰ‬ come! tacaala
‫ﻣﺪرﺳﺔ ﻣﺪارس‬ school madrasa madaaris

‫ﺳﻠّﻢ ﺳﻼﻟﻢ‬ stairs sillim salaalim
Other Words
Other Words ‫ ﺣﻮاﻟﲔ‬around ˙awaleen
‫ وﻻ ﻳﻬ ّﻤﻚ‬don’t let it bother you wala yihimmak ‫ إذا‬if ’iza

‫ ﳊﺪ ﻣﺎ‬until, up to li˙addi ma ‫ ﻣﺎ دام‬as long as madaam
‫ ﺷﻤﺎل‬left šimaal ‫ ﻋﻠﻰ ﻃﻮل‬straight ala †uul
c
‫ ﳝﲔ‬right yimiin
.‫ﺑﺘﻠﻒ‬
ّ ‫ اﻟﺪﻧﻴﺎ‬e world goes around. (ings are always changing) iddunya bitliff
.‫ ﻻﻗﻴﻨﻲ وﻻ ﺗﻐ ّﺪﻳﻨﻲ‬Meet me and don’t feed me. (A warm welcome is la’iini wala ti¶addiini
worth more than a meal.)
.‫ اﻟﻠﻲ ﺑﻴﺪ ّور ﻳﻼﻗﻲ‬He who seeks shall find. illi biydawwar yilaa’i
.‫ اﺑﻨﻪ ﻋﻠﻰ ﮐﺘﻔﻪ وﺑﻴﺪ ّور ﻋﻠﻴﻪ‬His son is on his shoulder and he is looking for him. ibnu cala katfu wibiydawwar caleeh.
(it’s right under his nose)
Dialogue Assignment
1. Find a friend and describe to the other how to get to your house, to the airport, to an important building and to a friend’s house.
2. Write a dialogue in which a stranger stops someone on the street and asks how to get to a certain museum. Make the directions
interesting.
Drills
1. Using subordinating conjunctions vs. prepositions. Choose the correct answer for the following sentences.
Example: Prompt: (‫ﳊﺪ‬--‫ )ﳊﺪﻣﺎ‬.‫ اﻣﺸﻰ ﻋﻠﻰ ﻃﻮل ـــــــ ﺗﻮﺻﻞ اﻹﺷﺎرة‬Answer: .‫اﻣﺸﻰ ﻋﻠﻰ ﻃﻮل ﳊﺪﻣﺎ ﺗﻮﺻﻞ اﻹﺷﺎرة‬
(‫ ﺑﻌﺪ‬-- ‫)ﺑﻌﺪﻣﺎ‬ .‫ﻫﻢ ﻗﺎﻟﻮا اﻧﻬﻢ راﺣﻮا اﻟﺴﻴﻨﻤﺎ ــــــــ اﻟﺪرس‬

(‫ ﻗﺒﻞ‬-- ‫)ﻗﺒﻞ ﻣﺎ‬ ّ
!‫ﺧﺶ ﳝﲔ ــــــــ إﺷﺎرة‬
(‫زي‬
ّ -- ‫)زي ﻣﺎ‬
ّ .‫ﻫﻲ ﻋﺎوزة ﺗﺒﻘﻰ ــــــــ ﻟﺒﻮﻫﺎ‬
(‫ ﺑﻌﺪ‬-- ‫)ﺑﻌﺪﻣﺎ‬ .‫ﻫﻮ ﻗﺎل اﻧﻪ ﮐﻞ ــــــــ راح اﻟﺴﻴﻨﻤﺎ‬
(‫زي‬ّ -- ‫)زي ﻣﺎ‬ّ .‫ﻫﻲ ﻣﺎراﺣﺘﺶ اﳊﻔﻠﺔ ــــــــ ﻗﺎل أﺑﻮﻫﺎ‬
(‫ ﻗﺒﻞ‬-- ‫)ﻗﺒﻞ ﻣﺎ‬ .‫ﺳﺎﻋﺪﻧﺎ اﻟﺴﺖ اﻟﮑﺒﻴﺮة ــــــــ ﺗﻌ ّﺪي اﻟﺸﺎرع‬
2. Translate the sentences. (subordinating conjunctions vs. preposition)
Please come to the hotel before six o’ clock if you can.
We need to go to the embassy before we go to the zoo.
Stay (sit) on the train until you arrive at my house.
After you turn left near the school, take the stairs on your right.
3. Translate the following sentences:
How do I get to your house?

Take the street on the left, and go straight. Turn right at the second street and walk to the traffic light. Turn left at my house
is the second house on the right. Go up the stairs to the second floor. Apartment number 6 is the door on the left. You are
welcome any time.
4. Tell your friend what to do, using these words as hints. You can add extra content to make them more interesting. For example:
(Example: study --> !‫)ذاﮐﺮ ﻋﺮﺑﻲ ﺳﺎﻋﺘﲔ اﻟﻨﻬﺎرده‬
walk to the university write a letter answer the question go out of the room
eat the kabab ask you teacher go home attend the party
speak Arabic read the book take a test at 3:00 close the door
5. Negative Imperatives. Change the following imperatives to negative imperatives.
Example: Prompt: !‫ ﺗﻌﺎﻟﻰ ﻣﻌﺎﻧﺎ‬Answer: !‫ﻣﺎﲡﻴﺶ ﻣﻌﺎﻧﺎ‬
!‫اﺗﮑﻠﻢ إﳒﻠﻴﺰي‬ !‫اﻓﺘﺤﻲ اﻟﺸﺒﺎك‬

!‫اﺳﺘﻨﻰ ﺷﻮﻳﺔ‬ !‫ر ّوﺣﻮا ﺑﮑﺮه‬
!‫ﺧﺪ ﺗﺎﮐﺴﻲ‬ !‫اﺷﺮب اﻟﻘﻬﻮة‬
ّ
!‫ﺧﺶ ﻗﺒﻞ اﻟﺸﺎرع اﻟﻠﻲ ﺟﺎي‬ !‫اﻗﺮا اﻟﻮاﺟﺐ‬
Old Lesson Review
6. Time review. (lesson 4) Work with a partner. Take turns writing different times on a piece of paper. en have your partner
say the time in Arabic. Do this five times each. Remember to use words like ‘third’ and ‘quarter’ instead of ‘twenty’ and ‘fifteen’.
7. Answer the following questions, changing the object of the verb to a pronoun ending if necessary. Example: ‫ = ﺷﻔﺖ ﻧﺒﻴﻞ؟‬،‫أﻳﻮه‬
.‫ﺷﻔﺘﻪ ﻗﺒﻞ ﺳﺎﻋﺔ‬. Choose different time expressions for each answer.
‫اﻟﻄﻼب ﺷﺎﻓﻮا اﻟﺒﻨﺖ؟‬ ‫ﺳﺎﻣﻴﺔ رﮐﺒﺖ اﻟﻌﺮﺑﻴﺔ ﺑﺘﺎﻋﺘﻬﺎ؟‬ ‫ﺣﺘﺤﻀﺮ اﻟﺪرس؟‬

‫اﻧﺖ ﺧﻠّﺼﺖ اﻟﺪرس؟‬ ‫ﮐﺘﺒﺖ اﻟﻮاﺟﺒﺎت؟‬ ‫ﺷﺮﻳﻒ ﺷﺮب اﻟﻘﻬﻮة؟‬
‫اﻧﺖ رﺣﺖ ﺗﺸﻮف ﺳﻮزان؟‬ ‫ﺳﻤﻴﺮ زار ﺻﺎﺣﺒﻪ؟‬ ‫ﺑﺘﺴﺘﻨﻰ اﻷﺳﺎﺗﺬة؟‬
8. Translate (lesson 5):
e journalist has a big family.
I had a bike, but now I don’t.
She doesn’t have a brother.
We had a big problem.
I didn’t have time to visit her.
e hotel has six floors.
e students don’t have any money at all.
Song (salma ya salaama)
Chorus
‫ﺳﺎﳌﺔ ﻳﺎ ﺳﻼﻣﺔ رﺣﻨﺎ وﺟﻴﻨﺎ ﺑﺎﻟﺴﻼﻣﺔ‬ Safely, with safety, we went and came back safely.
Verse
‫اﻟﺪﻧﻴﺎ ﮐﺒﻴﺮة وﺑﻼدﻫﺎ ﮐﺘﻴﺮة‬ e world is big and its countries are many
‫ﻟ ّﻔﻴﺖ ﻟ ّﻔﻴﺖ ﻟ ّﻔﻴﺖ‬ I’ve been around
‫وﳌّﺎ ﻧﺪاﻧﻲ ﺣ ّﺒﻲ اﻷ ّوﻻﻧﻲ‬ But when my first love called me
‫ﺳﺒﺖ ﮐﻠّﻪ وﺟﻴﺖ وﺟﻴﺖ‬ I left everything and came, and came
‫وﻓﻲ ﺣﻀﻨﻪ اﺗﺮﻣﻴﺖ وﻏﻨّﻴﺖ‬ and threw myself into his arms, and sang:
1. Imperative Verb Forms
e imperative is the “command” form of verbs. It is formed from the ‫اﻧﺖ‬ ِ ‫ اﻧﺖ‬and ‫ اﻧﺘﻮ‬forms of the present tense of the
verb by dropping the present tense prefix, and adding a helping vowel if it is necessary. e helping vowel will always be
the same as the prefix vowel. e three stages for the regular Sound Verb ‫( ﮐﺘﺐ‬the present tense second person forms, the
unpronounceable forms with the prefix dropped, and the forms with the helping vowel), are:
Imperative Unpronounceable Forms Present Tense Second

Forms ← with prefix dropped ← Person Forms
‫ اﮐﺘﺐ‬iktib ‫ ﮐﺘﺐ‬ktib ‫ﺗﮑﺘﺐ‬ tiktib you are writing
‫ اﮐﺘﺒﻲ‬iktibi ‫ ﮐﺘﺒﻲ‬ktibi ‫ ﺗﮑﺘﺒﻲ‬tiktibi you (f ) are writing

‫ اﮐﺘﺒﻮا‬iktibu ‫ ﮐﺘﺒﻮا‬ktibu ‫ ﺗﮑﺘﺒﻮا‬tiktibu you (pl) are writing
In Arabic script, note that the helping vowel is indicated by writing an alif at the beginning of the form. Verbs like ‫ﺧﺮج‬
which take the imperfect prefix vowel ‘u’ (as in tuxrug), take the same vowel as the imperative helping vowel: ‫ اﺧﺮج‬uxrug ‘get
out’. On the other hand, with Hollow Verbs like ‫ﺷﺎف‬, when we drop the imperfect prefix we are left with forms that ARE
pronounceable (they begin with only one consonont), and thus no helping vowel(and thus no alif) is needed:
Imperative Forms (Pronounce- Present Tense Second

able without helping vowel) ← Person Forms
‫ ﺷﻮف‬šuuf see! ‫ ﺗﺸﻮف‬tišuuf you see
‫ ﺷﻮﻓﻲ‬šuufi see! (to f ) ‫ ﺗﺸﻮﻓﻲ‬tišuufi you (f ) see
‫ ﺷﻮﻓﻮا‬šuufu see! (to pl) ‫ ﺗﺸﻮﻓﻮا‬tišuufu you (pl) see
To summarize, in order to form the imperative, take the 2nd person present tense forms and drop the imperfect prefix (usually
ti-). en, if the form requires it, put the helping vowel (written with an alif) back onto the front of the form; if it doesn’t
need it, don’t.
e verb ‫‘ ﺟﺎ ﻳﻴﺠﻲ‬to come’ ga yiigi has a special imperative that is not related to the regular forms of the verb. Likewise, the
verb ‫‘ ﺟﺎب ﻳﺠﻴﺐ‬to bring’ has a special imperative in addition to its normal imperative ‫ﺟﻴﺐ ﺟﻴﺒﻲ ﺟﻴﺒﻮا‬. ese forms are:
‫ ﻫﺎت‬haat bring! hand over! ‫ ﺗﻌﺎﻟﻰ‬tacaala come!

‫ ﻫﺎﺗﻲ‬haati bring! hand over! (to f ) ‫ ﺗﻌﺎﻟﻲ‬tacaali come! (to f )
‫ ﻫﺎﺗﻮا‬haatu bring! hand over! (to pl) ‫ ﺗﻌﺎﻟﻮا‬tacaalu come! (to pl)
2. Negative Imperatives
To tell someone not to do something, simply use the negative of the second person imperfect forms without the bi- prefix:
‫ ﻣﺎﲤﺸﻴﺶ‬matimšiiš Don’t go! ‫ ﻣﺎﺗﮑﺘﺒﺶ‬matiktibš Don’t write!
‫ ﻣﺎﲤﺸﻴﺶ‬matimšiiš Don’t go! (to f ) ‫ ﻣﺎﺗﮑﺘﺒﻴﺶ‬matiktibiiš Don’t write! (to f )
‫ ﻣﺎﲤﺸﻮش‬matimšuuš Don’t go! (to pl) ‫ ﻣﺎﺗﮑﺘﺒﻮش‬matiktibuuš Don’t write! (to pl)
Note: the negative imperative form of the verb ‘to come’ ‫ ﺟﺎ ﻳﻴﺠﻲ‬does not use the special form ‫ ;ﺗﻌﺎﻟﻰ‬instead it follows the same
pattern as explained above. us,‘come with us!’ is ‫ﺗﻌﺎﻟﻰ ﻣﻌﺎﻧﺎ‬, but ‘don’t come with us!’ is ‫!ﻣﺎﺗﻴﺠﻴﻴﺶ ﻣﻌﺎﻧﺎ‬
3. Asking for Directions

Asking for directions in the Middle East can be an adventure. ere is a sense of duty in Arab culture that leads people to
want to help those in need. Arabs will gladly stop and give directions, regardless of whether they actually know the way.
Sometimes it is best to ask multiple individuals for directions to make sure that the instructions are consistent. Here are some
ways you can ask for directions:
...‫ ﺗﻘﺪر ﺗﻘﻮل ﻟﻲ ازاي أروح‬،‫ ﻟﻮ ﺳﻤﺤﺖ‬Excuse me, could you tell me how to go to...
‫ ﳑﮑﻦ ﺗﺴﺎﻋﺪﻧﻲ؟‬Can you help me?
...‫ ﳑﮑﻦ ﺗﻘﻮل ﻟﻲ ﻓﲔ‬،‫ ﻋﻦ اذﻧﻚ‬Excuse me, can you tell me where..... is?
4. Giving Directions
When you need to tell someone how to get somewhere, it is common to use imperative verb forms, along with the basic
directions: ‫ ﺷﻤﺎل‬،‫ ﳝﲔ‬and ‫ﻋﻠﻰ ﻃﻮل‬. For example:
.‫اﻣﺸﻲ ﻋﻠﻰ ﻃﻮل ﺧﻤﺲ دﻗﺎﺋﻖ‬ Go (walk) straight ahead for five minutes.
.‫ﻟﻒ ﳝﲔ ﻓﻲ أول ﺷﺎرع‬ Turn right at the first street.
.‫اﻧﺰل ﻓﻲ اﶈﻄﺔ اﻟﻠﻲ ﺟﺎﻳﺔ‬ Get off at the next stop.
...‫اﻃﻠﻊ اﻟﺴﻠﻢ وﺣﺘﺸﻮف‬ Go up the stairs and you will see...
.‫روح ﺷﻤﺎل وﺑﻌﺪﻳﻦ ﳝﲔ‬ Go left and then right.
!‫ﻧﺰّﻟﻨﺎ ﻫﻨﺎ ﻟﻮ ﺳﻤﺤﺖ‬ Let us off here please!
5.Prepositions vs. Subordinating Conjunctions

In English many prepositions can also act like subordinating conjunctions (for example, we can say both “after the party” and
“after the party ended.”) In the first, the element after the preposition is simply a noun phrase, but in the second one it is an
entire sentence or clause. In Arabic prepositions can normally come only before noun phrases. If you want to put them before
sentences, a special form of the preposition must be used, usually by adding ma to it. is ma usually comes directly after the
preposition, but can optionally come before the next verb instead. You use, for example, ‫ ﺑﻌﺪ‬before a noun (as in ‘after the
party’ ‫ )ﺑﻌﺪ اﳊﻔﻠﺔ‬but you must use ‫ ﺑﻌﺪﻣﺎ‬before a clause (as in ‘after he left the house’ ‫)ﺑﻌﺪﻣﺎ ﺧﺮج ﻣﻦ اﻟﺒﻴﺖ‬. Other examples:
‫ﺑﻌﺪ اﻻﺟﺘﻤﺎع‬ after the meeting
‫ﺑﻌﺪﻣﺎ ﻗﻌﺪوا ﺷﻮﻳﺔ‬ after they sat for awhile
‫زي اﻷﺳﺘﺎذ‬ like the professor
‫زي ﻣﺎ ﻗﺎل اﻷﺳﺘﺎذ‬ as the professor said
‫ﳊﺪ اﻟﺴﺎﻋﺔ ﺳﺒﻌﺔ‬ until seven o’clock
‫ﳊﺪ ﻣﺎ ﺑﻘﺖ اﻟﺴﺎﻋﺔ ﺳﺒﻌﺔ‬ until it became seven o’clock

6. Form I Doubled Verbs
Form I Doubled verbs are like their sound counterparts, except that whenever three consonants might come in a row, the
sequence ‘ee’ is added (this is limited to the perfect forms). Notice the dropping of the prefix vowel in many of the imperfect
forms.

‫ﺣﻴﺤﺐ‬
ّ ‫ﺑﻴﺤﺐ‬
ّ ‫ﻳﺤﺐ‬ ّ ‫ﺣﺐ‬
ّ ‫ﻫﻮ‬
‫ﺣﺘﺤﺐ‬
ّ ‫ﺑﺘﺤﺐ‬
ّ ‫ﲢﺐ‬
ّ ‫ﺣ ّﺒﺖ‬ ‫ﻫﻲ‬
‫ﺣﺐ‬
ّ ‫ﺣﺘﺤﺐ‬ ّ ‫ﺑﺘﺤﺐ‬ ّ ‫ﲢﺐ‬ ّ ‫ﺣ ّﺒﻴﺖ‬ ‫اﻧﺖ‬
‫ﺣ ّﺒﻲ‬ ‫ﺣﺘﺤ ّﺒﻲ‬ ‫ﺑﺘﺤ ّﺒﻲ‬ ‫ﲢ ّﺒﻲ‬ ‫ﺣ ّﺒﻴﺘﻲ‬ ‫اﻧﺖ‬
ِ
‫ﺣﺎﺣﺐ‬
ّ ‫ﺑﺎﺣﺐ‬
ّ ‫اﺣﺐ‬
ّ ‫ﺣ ّﺒﻴﺖ‬ ‫أﻧﺎ‬
‫ﺣﻴﺤ ّﺒﻮا‬ ‫ﺑﻴﺤ ّﺒﻮا‬ ‫ﻳﺤ ّﺒﻮا‬ ‫ﺣ ّﺒﻮا‬ ‫ﻫﻢ‬

‫ﺣ ّﺒﻮا‬ ‫ﺣﺘﺤ ّﺒﻮا‬ ‫ﺑﺘﺤ ّﺒﻮا‬ ‫ﲢ ّﺒﻮا‬ ‫ﺣ ّﺒﻴﺘﻮا‬ ‫اﻧﺘﻮ‬
‫ﺣﻨﺤﺐ‬
ّ ‫ﺑﻨﺤﺐ‬
ّ ‫ﻧﺤﺐ‬
ّ ‫ﺣ ّﺒﻴﻨﺎ‬ ‫اﺣﻨﺎ‬

˙ay˙ibb biy˙ibb yi˙ibb ˙abb huwwa
˙at˙ibb bit˙ibb ti˙ibb ˙abbit hiyya
˙ibb ˙at˙ibb bit˙ibb ti˙ibb ˙abbeet inta
˙ibbi ˙at˙ibbi bit˙ibbi ti˙ibbi ˙abbeeti inti
˙a˙ibb ba˙ibb a˙ibb ˙abbeet ana
˙ay˙ibbu biy˙ibbu yi˙ibbu ˙abbu humma

˙ibbu ˙at˙ibbu bit˙ibbu ti˙ibbu ˙abbeetu intu
˙an˙ibb bin˙ibb ni˙ibb ˙abbeena i˙na
Verbal Noun ‫ﺣﺐ‬

ّ ˙ubb
Active Participle (‫)ﺣﺒﻴﺐ‬ (˙abiib)

How long have you been in Egypt?
Animals
Other Words
‫ﺣﻴﻮان ﺣﻴﻮاﻧﺎت‬ animal ˙ayawaan ˙ayawanaat
‫ﺑﻘﺎﻟﻚ‬ (have you been) ba’aalak
‫ﮐﻠﺐ ﮐﻼب‬ dog kalb kilaab
‫ﻗ ّﺪ أﻳﻪ‬ how long, how much ’add ’eeh
‫ﻗﻄﺔ ﻗﻄﻂ‬ّ cat ’u††a ’u†a†
‫ﮐﺎم‬ a few kaam
‫ﻓﺎر ﻓﻴﺮان‬ mouse, rat faar firaan
‫زي‬
ّ like, about zayy
‫ﺣﻤﺎر ﺣﻤﻴﺮ‬ donkey ˙umaar ˙imiir
‫ﻣﻦ‬ ago, since min
‫ﺟﻤﻞ ﺟﻤﺎل‬ camel gamal gimaal
‫ﺳﻼﻣﺘﻚ‬ your health! salamtak
‫ﺟﺎﻣﻮﺳﺔ ﺟﻮاﻣﻴﺲ‬ water buffalo gamuusa gawamiis
‫ﺧﻼل‬ during xilaal
‫ﺑﻘﺮة ﺑﻘﺮ ﺑﻘﺮات‬ cow ba’ara ba’ar ba’araat
ً ‫ﻓﻌ‬
‫ﻼ‬ indeed ficlan
‫ﺣﺼﺎن ﺣﺼﻨﺔ‬ horse ˙ußaan ˙ißina
!‫ ﻳﺎ ﺳﻼم‬Good Grief! Wow! ya salaam!
See more animals in Language Notes
Verbs
‫ﻗﺎﺑﻞ ﻳﻘﺎﺑﻞ‬ to meet (trans) ’aabil yi’aabil

Other Nouns
‫اﺗﻘﺎﺑﻞ ﻳﺘﻘﺎﺑﻞ‬ to meet (intrans) it’aabil yit’aabil
‫ﻋﺮﺑﻲ ﻓﺼﻴﺢ‬ Classical Arabic c
arabi faßii˙
‫ﻏﺎب ﻳﻐﻴﺐ‬ to be absent ¶aab yi¶iib
‫ﻣ ّﺪة ﻣﺪد‬ period of time mudda mudad
‫ﺣﺎول ﻳﺤﺎول‬ to try ˙aawil yi˙aawil
‫زﻣﺎن‬ long time zamaan
‫ﺳﮑﺖ ﻳﺴﮑﺖ‬ to be quiet sikit yuskut
‫ﺗﺪرﻳﺐ‬ practice tadriib
‫ﮐﻠّﻢ ﻳﮑﻠّﻢ‬ to speak to kallim yikallim
‫ﻣﺪرﺳﲔ‬
ّ ‫ﻣﺪرس‬ّ teacher mudarris mudarrisiin
‫وﻗﻊ ﻳﻮﻗﻊ‬ to fall wi’ic yuu’ac
‫ﺗﻠﻤﻴﺬ ﺗﻼﻣﻴﺬ‬ student tilmiiz talamiiz
‫ ﺣ ّﺪ‬someone ˙add Adjectives
‫ ﻣﺎﺣ ّﺪش‬no one ma˙addiš ‫ ﻏﺎﻳﺐ ﻏﺎﻳﺒﲔ‬absent ¶aayib ¶aybiin
‫ ﻓﺮﺻﺔ ﻓﺮص‬opportunity furßa furaß ‫ آﺳﻒ آﺳﻔﲔ‬sorry ’aasif ’asfiin

‫ ﻓﺮﺻﺔ ﺳﻌﻴﺪة‬Pleased to meet you furßa sa iida c
‫ ﻗﺮ ّﻳﺐ ﻗﺮ ّﻳﺒﲔ‬near; soon ’urayyib ’urayyibiin
‫ ﻓﮑﺮة أﻓﮑﺎر‬idea fikra ’afkaar ‫ ﻓﺎﺿﻲ‬free, empty (not busy) faa∂i
‫ ﻣﻌﻘﻮل‬reasonable mac’uul
ّ ‫ ان ﻏﺎب‬If the cat is absent, play on, mouse! (When the cat is
!‫اﻟﻘﻂ اﻟﻌﺐ ﻳﺎ ﻓﺎر‬ ’in ¶aab il’u††, ’ilcab ya faar!
away, the mouse will play.)
ّ ‫اﻟﻘﻂ ﺟﺎ‬
.‫ﻳﻨﻂ‬ ّ ‫ ﺟﺒﻨﺎ ﺳﻴﺮة‬We brought up the life story of the cat, and it came gibna siirit il’u††, ga yinu††.
hopping. (Speak of the devil.)
.‫ ﺳﮑﺘﻨﺎ ﻟﻪ دﺧﻞ ﺑﺤﻤﺎره‬We were quiet to him and he entered with his donkey. sikitnaalu daxal bi˙imaaru.
(We gave him an inch and he took a mile.)
.‫ ﺷﺎل اﳉﻤﻞ ﲟﺎ ﺣﻤﻞ‬e camel and what is carried. (e whole kit and šaal ilgamal bima ˙amal.
caboodle.)
Dialogue Assignment
A. Write a dialogue in which the characters find out how long each other have been in a place, how long they have been married,
how long they have been studying here, etc., and how long the intend to stay.
B. Review talking about your daily schedule with a partner by pretending to call him/her on the phone and telling all about what you
did yesterday in detail. en hear about his/her day, and make an appointment to do something together today.
C. Ask a partner the following questions. Come up with a fictional setting for each question, and good answers that fit that setting.
How long have you been in America?
How long have you been married?
How long will you stay in California?
How long have you been studying Arabic?
How long will you stay at this university?
Drills
1. Replace the verb ‫ ﮐﺎن ﻳﮑﻮن‬with ‫( ﺑﻘﻰ ﻳﺒﻘﻰ‬the meaning remains the same). en translate the sentences into English.
Example: Prompt: .‫ اﻟﺪﮐﺘﻮر ﺑﻴﮑﻮن ﻣﻮﺟﻮد اﻟﺼﺒﺢ‬Answer: .‫ اﻟﺪﮐﺘﻮر ﺑﻴﺒﻘﻰ ﻣﻮﺟﻮد اﻟﺼﺒﺢ‬e doctor is (usually) here in the
morning.
.‫ﻫﻲ ﺣﺘﮑﻮن ﻓﻲ اﻟﺒﻴﺖ ﺑﻌﺪ اﻟﺴﺎﻋﺔ ﺧﻤﺴﺔ‬

.‫اﻟﺼﺒﺢ ﺑﻨﮑﻮن ﻓﻲ اﻟﺸﻐﻞ‬
.‫ﻳﻮم اﻻﺗﻨﲔ ﺑﺎﮐﻮن ﻣﺸﻐﻮل ﻗﻮي‬
.‫ﻣﺤﻤﻮد ﺑﻴﮑﻮن ﻓﺎﺿﻲ ﮐﻞ ﻳﻮم ﺑﺎﻟﻠﻴﻞ‬
‫اﻧﺘﻲ ﺣﺘﮑﻮﻧﻲ ﻓﺎﺿﻴﺔ وﻻ ﻣﺸﻐﻮﻟﺔ ﺑﮑﺮه؟‬
2. Repeat drill 1 in the negative.

Example: Prompt: .‫ اﻟﺪﮐﺘﻮر ﺑﻴﺒﻘﻰ ﻣﻮﺟﻮد اﻟﺼﺒﺢ‬Answer: .‫ اﻟﺪﮐﺘﻮر ﻣﺎﺑﻴﺒﻘﺎش ﻣﻮﺟﻮد اﻟﺼﺒﺢ‬e doctor is not (usually) here in
the morning.
3. Add ‫ ﺑﻘﻰ ﻳﺒﻘﻰ‬in the past tense to the following sentences and then translate them into English. Make necessary changes.
Example: Prompt: .‫ ﺑﺎﺻﺤﻰ ﺑﺪري ﻗﻮي‬Answer: .‫ ﺑﻘﻴﺖ أﺻﺤﻰ ﺑﺪري ﻗﻮي‬I started getting up really early.
.‫ﺑﻨﺸﺘﻐﻞ اﻟﺼﺒﺢ‬
.‫ﺑﺎذاﮐﺮ ﮐﻞ ﻳﻮم‬
.‫ﺑﻴﻔﻄﺮ ﻓﻲ اﻟﺒﻴﺖ‬
.‫ﺑﻴﻨﺎﻣﻮا وﺧﺮي‬
‫ﺑﺘﺤﺎول ﺗﻔﻬﻢ اﻟﻮاﺟﺒﺎت؟‬
4. Add the verb ‫‘ ﻗﻌﺪ ﻳﻘﻌﺪ‬to stay’ (keep on doing…) to the following sentences to form new ones. Translate your new sentences
into English.
Example: Prompt: .‫ اﺗﻔﺮج ع اﻟﺘﻠﻔﺰﻳﻮن ﻃﻮل اﻟﻨﻬﺎر‬Answer: .‫ ﻗﻌﺪ ﻳﺘﻔﺮج ع اﻟﺘﻠﻔﺰﻳﻮن ﻃﻮل اﻟﻨﻬﺎر‬He kept watching television all
day.
‫اﻧﺎ ﻗﺮﻳﺖ اﻟﮑﺘﺎب ﻓﻲ اﻟﺪرس‪.‬‬
‫اﻟﻨﻬﺎرده اﻟﺼﺒﺢ ﺣﺪ اﺗﺼﻞ ﺑﻴﻨﺎ ﻣﺮات ﮐﺘﻴﺮة‪.‬‬
‫اﺗﮑﻠﻤﻨﺎ ﺑﺎﻟﻌﺮﺑﻲ ﺑﻌﺪ ﻣﺎ رﺟﻌﻨﺎ‪.‬‬
‫راح اﳉﺎﻣﻊ اﳉﺪﻳﺪ ﺑﻌﺪ اﻟﻈﻬﺮ‪.‬‬
‫ﺟﺪﺗﻲ ﮐﻠﺖ ﺷﻮﮐﻮﻻﺗﺔ‪.‬‬
‫‪5. Make past tense sentences by adding ‘to try’ to the following present tense verbs. Add more information after the verb to make a‬‬
‫‪complete sentence.‬‬
‫ﺣﺎول ﻳﺘﮑﻠﻢ ﻋﺮﺑﻲ‪ Answer: .‬اﺗﮑﻠﻢ ‪Example: Prompt:‬‬
‫ﺗﻘﻮل‬ ‫ﻫﻲ ﺗﻨﺎم‬ ‫ﻧﺘﻘﺎﺑﻞ‬

‫ﻳﺮوح‬ ‫ﻳﺘﻔﺮﺟﻮا‬
‫‪6. Choose the correct answer. Remember that intransitive verbs take no object.‬‬
‫ﺳﻤﻴﺮ اﺗﮑﻠﻢ ﻣﻊ اﻟﺒﻨﺖ اﻣﺒﺎرح‪ Answer: .‬ﺳﻤﻴﺮ ــــــــ ﻣﻊ اﻟﺒﻨﺖ اﻣﺒﺎرح‪) .‬اﺗﮑﻠﻢ ﮐﻠﻢ( ‪Example: Prompt:‬‬
‫)اﺗﻘﺎﺑﻞ ﻗﺎﺑﻞ(‬ ‫اﻷﺳﺘﺎذ ــــــــ اﻟﻄﻼب ﻓﻲ اﻟﺪرس‪.‬‬

‫اﻷوﺗﻮﺑﻴﺲ ــــــــ اﻟﺴﺘﺎت ﻓﻲ اﶈﻄﺔ اﻟﻘﺪﳝﺔ‪) .‬ﻧﺰل ﻧﺰّل(‬
‫)اﺗﮑﻠﻤﺖ ﮐﻠﻤﺖ(‬ ‫أﻧﺎ ــــــــ ﻣﻊ اﳌﺪرس ﻓﻲ اﳌﺪرﺳﺔ‪.‬‬
‫)ﻧﺰﻟﺖ ﻧﺰّﻟﺖ(‬ ‫أﺧﺘﻲ ــــــــ ﺟﻨﺐ اﳉﺎﻣﻌﺔ‪.‬‬
‫)اﺗﻘﺎﺑﻠﺖ ﻗﺎﺑﻠﺖ(‬ ‫أﻧﺎ ــــــــ ﻧﺎس ﮐﺘﻴﺮ اﻟﻨﻬﺎرده ﻓﻲ اﳊﻔﻠﺔ‪.‬‬
‫)اﺗﻘﺎﺑﻠﻨﺎ ﻗﺎﺑﻠﻨﺎ(‬ ‫اﺣﻨﺎ ــــــــ ﻣﻊ اﻟﻨﺎس ﻣﻦ ﻣﺼﺮ‪.‬‬
‫‪7. Change the following sentences to ‘topic comment’ sentences by moving the underlined part to the front, making necessary‬‬
‫‪changes.‬‬
‫‪ (As for this book, I read it last‬اﻟﮑﺘﺎب ده‪ ،‬ﻗﺮﻳﺘﻪ اﻟﺴﻨﺔ اﻟﻠﻲ ﻓﺎﺗﺖ‪ Answer: .‬ﻗﺮﻳﺖ اﻟﮑﺘﺎب ده اﻟﺴﻨﺔ اﻟﻠﻲ ﻓﺎﺗﺖ‪Example: Prompt: .‬‬
‫)‪year.‬‬
‫درﺳﻮا اﻟﻠﻐﺔ دي ﻓﻲ اﳌﺪرﺳﺔ‪.‬‬ ‫أﻧﺎ ﻗﺎﺑﻠﺖ اﻟﺒﻨﺖ دي ﻣﻦ أﺳﺒﻮﻋﲔ‪.‬‬

‫أﻧﺎ ﺳﺎﻋﺪت اﻟﺮاﺟﻞ دا ﻓﻲ ﺷﻐﻠﻪ‪.‬‬ ‫ﻫﻲ ﺷﺎﻓﺖ اﻟﻔﻴﻠﻢ دا ﻣﻦ ﻳﻮﻣﲔ‪.‬‬
‫اﺗﻔﺮﺟﻨﺎ ﻋﻠﻰ اﻟﺘﻠﻔﺰﻳﻮن اﻟﺼﺒﺢ ﮐﻠﻪ‪.‬‬
‫‪8. Answer the following questions related to the basic text of the lesson.‬‬
‫ﻫﻲ ﻗﺎﺑﻠﺖ ﺟﻮزﻫﺎ ﻓﲔ؟‬ ‫اﻟﻮﻟﺪ ﺑﻘﺎﻟﻪ ﻗﺪ أﻳﻪ ﻓﻲ ﻣﺼﺮ؟‬

‫ﺑﻘﺎﻟﻬﻢ ﻣﺘﺠﻮزﻳﻦ ﮐﺎم ﺳﻨﺔ؟‬ ‫ﻫﻮ درس ﻋﺮﺑﻲ ﻗﺒﻞ ﮐﺪه؟‬
‫ﻋﻨﺪﻫﻢ أوﻻد؟‬ ‫ﺣﻴﻘﻌﺪ ﻗﺪ أﻳﻪ ﻓﻲ ﻣﺼﺮ؟‬
‫اﺗﻮﻟﺪوا ﻓﲔ؟‬ ‫اﻟﺒﻨﺖ ﺑﻘﺎﻟﻬﺎ ﻗﺪ أﻳﻪ ﻓﻲ ﻣﺼﺮ؟‬
‫ﻫﻲ ﻓﻲ ﻣﺼﺮ ﻟﻴﻪ؟‬
Old Lesson Review
9. (lesson 6) Numbers with nouns. Remember that numbers 3 – 10 take a short form when preceding a noun. Answer the
questions honestly. Write out numbers in script.
Example: Prompt: ‫ ﻓﻴﻪ ﮐﺎم ﻃﺎﻟﺐ ﻓﻲ اﻟﻔﺼﻞ؟‬Answer: .‫ﻓﻴﻪ ﺧﻤﺲ ﻃﻼب ﻓﻲ اﻟﻔﺼﻞ‬
‫ﻓﻴﻪ ﮐﺎم ﻃﺎﻟﺐ ﻓﻲ ﻓﺼﻠﻚ اﻟﻨﻬﺎرده؟‬ ‫زرت )ي( ﮐﺎم ﺑﻠﺪ؟‬

‫ﺑﺘﺬاﮐﺮ )ي( ﮐﺎم ﺳﺎﻋﺔ ﮐﻞ ﻳﻮم؟‬ ‫ﻓﻴﻪ ﮐﺎم ﺷﺨﺺ ﻓﻲ ﻋﻴﻠﺘﻚ؟‬
‫ﻓﻴﻪ ﮐﺎم ﮐﺘﺎب ﻓﻲ ﺷﻨﻄﺘﻚ؟‬
10. (lesson 7) Belonging to: Change the noun with a pronoun ending or second term of i∂aafa to an equivalent ‫ ﺑﺘﺎع‬bitaac phrase.
For example, ‫ ﺳﺒﻮرﺗﻚ‬sabburtak would become ‫ اﻟﺴﺒﻮرة ﺑﺘﺎﻋﺘﻚ‬issabbuura btactak. Remember that the first noun must be definite.
‫ﻣﮑﺘﺐ ﺟﻮن‬ ‫واﺟﺒﺎت ﺳﺎﻟﻲ‬ ‫ﺳﺎﻋﺘﻬﺎ‬ ‫ﮐﺘﺐ اﻷﺳﺘﺎذ‬

‫ﻃﻴﺎرة اﳌﺪﻳﺮ‬ ‫ﻗﻂ أﺳﺮﺗﻲ‬ ‫ﺷﻨﻄﺘﻚ‬ ‫ﻗﻠﻤﻚ‬
‫أوﺗﻮﺑﻴﺴﮑﻢ‬ ‫ﺑﻴﺖ اﻟﺮﺟﺎﻟﺔ اﻟﮑﻮﻳﺴﲔ‬ ‫ﺑﻼد اﻟﻄﻼب‬ ‫ﺣﻔﻠﺘﻨﺎ‬
1. Idiomatic usages of the verb ‫ﺑﻘﻰ ﻳﺒﻘﻰ‬
e verb ‫ ﺑﻘﻰ ﻳﺒﻘﻰ‬ba’a yib’a has a number of idiomatic usages. It’s ‘original’ meaning in fuß˙a is ‘to remain, stay,’ but it has come
to mean ‘to become, to be’ in Egyptian Arabic, even though it retains a portion of the original meaning as well. Idiomatic
usages of this verb include:
a. e use of the invariant form ‫ ﺑﻘﻰ‬as an adverb meaning something like ‘then,’ as in ‫‘ ﻋﻦ اذﻧﻚ ﺑﻘﻰ دﻟﻮﻗﺘﻲ‬excuse me now then.’
b. e use of the unconjugated ‫ ﻫﻮ‬form along with the preposition ‫ ِﻟـ‬li- to refer to how long a person has been in a place or how
long they have been doing something. ere are several examples of this in the text for this lesson, for example: ‫ﺑﻘﺎﻟﻚ ﻗﺪ أﻳﻪ ﻓﻲ‬
‫ ﻣﺼﺮ؟‬A literal translation of this sentence would be something like ‘it has remained for you how long in Egypt,’ but of course
it simply means ‘how long have you been in Egypt.’ Despite the latter translation, it is important to notice that although ‘you’
is the subject of the English sentence, it is not the subject of the Arabic sentence, which has an abstract impersonal subject.
is is why the verb is never conjugated in this construction, no matter who the sentence is referring to. Rather the pronoun
ending on the end of the preposition ‫ ِﻟـ‬li- changes. us:
‫ﺑﻘﺎﻟﻬﺎ ﻗﺪ أﻳﻪ ﻓﻲ ﻣﺼﺮ؟‬ How long has she been in Egypt?
.‫ﺑﻘﺎﻟﻬﺎ ﺳﻨﺘﲔ ﻫﻨﺎ‬ She has been here two years.
.‫ﺑﻘﺎﻟﻨﺎ ﺧﻤﺲ أﻳﺎم ﻓﻲ اﳌﺪﻳﻨﺔ دي‬ We have been in this city for five days.
.‫ﺑﻘﺎﻟﻪ ﺳﺎﻋﺘﲔ ﻳﻘﺮا اﻷﻫﺮام‬ He has been reading the Ahram for two hours.
.‫ﺑﻘﺎﻟﻲ ﻣﺘﺠﻮز ﺗﻼت ﺷﻬﻮر ﺑﺲ‬ I’ve only been married for three months.
Notice that this construction can be followed by a prepositional phrase (‫)ﻓﻲ ﻣﺼﺮ‬, an adjective or participle (‫)ﻣﺘﺠﻮزﻳﻦ‬, or
a present tense verb with bi- (‫)ﺑﺎدور ﻋﻠﻰ ﮐﺘﺎب‬
ّ to indicate how long the person 1) has been in that place, or 2) has had that
attribute, or 3) has been doing that activity.
c. e verb ‫ ﺑﻘﻰ‬is also often used to mean ‘to be, become,’ as in:
.‫دا ﻳﺒﻘﻰ ﺟﻮزي‬ at would be my husband.
!‫ﻣﺎﺗﺒﻘﺎش زﻋﻼن‬ Don’t be angry!
.‫ﺣﻴﺒﻘﻰ ﻣﻬﻨﺪس إن ﺷﺎء اﻟﻠﻪ‬ He will become an engineer, if God wills.
In this usage it is a fully conjugated verb. In these examples ‫ ﺑﻘﻰ‬is used like the verb ‫ﮐﺎن ﻳﮑﻮن‬. ese two verbs are often
interchangeable.
d. Related to ‘c’ above, ‫ ﺑﻘﻰ‬is used as a helping verb to indicate that an activity has started:
.‫ﺑﻘﻴﺖ أﺷﻮﻓﻪ ﮐﻞ ﻳﻮم‬ I started seeing him every day.
.‫ﺑﻘﻴﻨﺎ ﻧﺘﮑﻠﻢ ﻋﺮﺑﻲ ﻓﻲ اﻟﻔﺼﻞ‬ We started speaking Arabic in class.

e. e negative of ‫ ﺑﻘﻰ‬when used with another verb means ‘to no longer do’ that verb. For example:
.‫ ﻣﺎﺑﻘﺎش ﻳﺰورﻧﺎ ﺧﺎﻟﺺ‬He no longer visits us at all.

.‫ ﻣﺎﺑﻘﻴﺘﺶ أﺣﺒﻚ‬I don’t love you anymore.
.‫ ﻣﺎﺑﻘﺎش ﻳﻴﺠﻲ اﳉﺎﻣﻌﺔ ﮐﻞ ﻳﻮم‬He no longer comes to the university every day.
f. e imperative form ‫ اﺑﻘﻰ‬ib’a is combined with a second imperative to mean something like: why don’t you _______? For
example:
.‫ اﺑﻘﻰ ﺗﻌﺎﻟﻰ زورﻧﺎ‬Why don’t you come visit us?
2. Use of ‫ﻗﻌﺪ ﻳﻘﻌﺪ‬

e verb ‫’ ﻗﻌﺪ ﻳﻘﻌﺪ‬acad yu’cud normally means ‘to sit.’ However, it is also used to mean ‘to stay,’ as in to stay in a place. In this
latter usage it is often used with a second verb, to indicate that the person kept on doing something for a long time:
.‫ ﻗﻌﺪ ﻳﺘﮑﻠﻢ ﻓﻲ اﻟﺘﻠﻔﻮن ﺗﻼت ﺳﺎﻋﺎت‬He kept talking on the phone for three hours.
.‫ ﻗﻌﺪت أﺗﻔﺮج ع اﻟﺘﻠﻔﺰﻳﻮن ﻃﻮل اﻟﻨﻬﺎر‬I kept watching television all morning.
3. Use of ‫ﺣﺎول ﻳﺤﺎول‬

ere are a number of verbs that can take a second verb directly. In fuß˙a, many of these verbs would take the subordinating
particle ‫’ أن‬an, but in collloquial they simply take the verb directly. Compare, for example, the use of colloquial ‫ ﻋﺎوز‬+ verb,
with the fuß˙a ‫ ﻳﺮﻳﺪ‬+ ‫ أن‬+ verb. e verb ‫‘ ﺣﺎول ﻳﺤﺎول‬to try’ is similar. In fuß˙a it is followed by ‫ أن‬while in colloquial it takes
the second verb directly, as the follwoing exampoles show:
Colloquial Fuß˙a
.‫ﺣﺎول ﻳﺘﮑﻠﻢ ﻋﺮﺑﻲ‬ He tried to speak Arabic. .‫ﺣﺎول أن ﻳﺘﮑﻠﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬
4. Topic Comment
It is very common in Arabic to begin sentences with a noun that is not the subject of the sentence to give that noun some kind
of special prominence. In English we accomplish the same thing with a structure like: As for...., well... (As for John, well we
didn’t contact him yesterday like we had intended to.) Note that ‘John’ in the example sentence is actually the object of the verb
‘to contact,’ but it is brought out to the front of the sentence to give it special focus, to say that the sentence is somehow about
him. In Egyptian Arabic, any noun can be made the topic of the sentence simply by bringing it to the front of the sentence.
A pronoun referring to that noun is left in the sentence where the topic would have appeared. In the text for this lesson, for
example, we have the sentence: ‫‘ أﻧﺎ ﺟﻮزي ﻣﺼﺮي‬I, my husband is an Egyptian.’ e word ‫‘ أﻧﺎ‬I’ is not the subject, but is rather
the topic, the focus of the sentence. It was brought to the front, but the suffix pronoun ‫ ي‬-i ‘my’ was left behind so we could
tell what part it played in the sentence. Other examples of topic comment sentences include:
.‫( اﻟﮑﺘﺎب دا ﻗﺮﻳﺘﻪ اﻟﺴﻨﺔ اﻟﻠﻲ ﻓﺎﺗﺖ‬As for) at book, I read it last year.
.‫ ﺣﻀﺮت ﻓﻴﻬﺎ ﺣﻔﻠﺔ ﻣﻮﺳﻴﻘﻴﺔ ﺣﻠﻮة ﻗﻮي‬،‫( اﻟﺒﻨﺎﻳﺔ دي‬As for) at building, I attended a great concert in it.
.‫ واﻟﺒﻨﺖ ﻗﺎﺑﻠﺘﻬﺎ ﻓﻲ ﻣﺼﺮ‬،‫ اﻟﻮﻟﺪ ﻗﺎﺑﻠﺘﻪ ﻓﻲ ﻟﺒﻨﺎن‬e boy, I met him in Lebanon, and the girl, I met her in Egypt.
5. Form II-V, III-VI comparison
e Arabic verb forms II and V are closely connected to each other, as are III and VI. Formally, Form V is formed from Form
II with the addition of an ‘it- prefix, and VI is formed from III with the same prefix. In meaning, Form V usually means
about the same as Form II, but is less transitive. Form VI is often the reciprocal of Form III. is means that where Form
II and III often take obligatory objects, Forms V and VI will take no object at all, or will take an object only when preceded
by a preposition, or will take a different kind of object, usually less personal. To understand this, we will look at the verbs
‫( ﮐﻠّﻢ‬Form II) and ‫( اﺗﮑﻠّﻢ‬Form V). ‫ ﮐﻠّﻢ‬must take an object which refers to the person spoken to: ‫‘ ﮐﻠّﻤﺖ اﻷﺳﺘﺎذ‬I spoke to the
professor,’ ‫‘ ﺣﻴﮑﻠّﻤﻨﻲ ﺑﮑﺮه‬He’ll speak to me tomorrow.’ It is as if the preposition ‘to’ were built into the verb ‫ﮐﻠّﻢ‬. is is not true
for the Form V counterpart ‫اﺗﮑﻠّﻢ‬. Here, if you want to refer to the person spoken to, a preposition must be used: ‫اﺗﮑﻠّﻤﺖ ﻣﻊ‬
‫اﻷﺳﺘﺎذ‬, or ‫اﺗﮑﻠّﻤﺖ ﻟﻸﺳﺘﺎذ‬, and ‫ﺣﻴﺘﮑﻠّﻢ ﻣﻌﺎﻳﺎ ﺑﮑﺮه‬. e form ‫ اﺗﮑﻠّﻢ‬may take an object, but it cannot be a person; it can only be the
name of a language: ‫ﺑﻴﺘﮑﻠّﻢ ﻋﺮﺑﻲ؟‬.
A similar relationship can be observed with the Form III ‫ ﻗﺎﺑﻞ‬and the Form VI ‫ ﻗﺎﺑﻞ‬.‫ اﺗﻘﺎﺑﻞ‬must take an object: ’‫ﻗﺎﺑﻠﺖ اﻟﺒﻨﺖ ﻓﻲ‬
‫‘ اﳌﻄﻌﻢ‬I met the girl at the restaurant,’ ‫‘ ﺣﻴﻘﺎﺑﻠﻬﺎ ﺑﮑﺮه‬he’ll meet her tomorrow.’ e Form VI either doesn’t take an object at all
when it has a plural subject: ‫‘ ﺣﻨﺘﻘﺎﺑﻞ ﺑﮑﺮه‬we’ll meet tomorrow’ (reciprocal meaning), or the object must go with a preposition:
‫‘ اﺗﻘﺎﺑﻞ ﻣﻊ اﻷﺳﺘﺎذ ﻓﻲ ﻣﮑﺘﺒﻪ‬he met with the professor in his office.’
Recognizing the relationships between forms of verbs with identical roots will help you build your vocabulary much faster
and easier.
6. More Animals
Here are some more animlas to learn and play with.
‫ﻗﺮد ﻗﺮود‬ monkey ‘ird ‘uruud
‫ﺗﻌﺒﺎن ﺗﻌﺎﺑﲔ‬ snake ticbaan tacabiin
‫زراﻓﺔ زراﺋﻒ‬ giraffe zaraafa zaraa’if
‫ﻓﻴﻞ أﻓﻴﺎل‬ elephant fiil ‘afyaal
‫أﺳﺪ أﺳﻮد‬ lion ‘asad ‘usuud
‫ﳕﺮ ﳕﻮر‬ tiger nimr numuur
‫ﺗﻌﻠﺐ ﺗﻌﺎﻟﺐ‬ fox taclab tacaalib
7. Verb Form VI
On the next page is the complete conjugation of a typical form VI verb.
‫ﺣﻴﺘﻘﺎﺑﻞ‬ ‫ﺑﻴﺘﻘﺎﺑﻞ‬ ‫ﻳﺘﻘﺎﺑﻞ‬ ‫اﺗﻘﺎﺑﻞ‬ ‫ﻫﻮ‬
‫ﺣﺘﺘﻘﺎﺑﻞ‬ ‫ﺑﺘﺘﻘﺎﺑﻞ‬ ‫ﺗﺘﻘﺎﺑﻞ‬ ‫اﺗﻘﺎﺑﻠﺖ‬ ‫ﻫﻲ‬
‫اﺗﻘﺎﺑﻞ‬ ‫ﺣﺘﺘﻘﺎﺑﻞ‬ ‫ﺑﺘﺘﻘﺎﺑﻞ‬ ‫ﺗﺘﻘﺎﺑﻞ‬ ‫اﺗﻘﺎﺑﻠﺖ‬ ‫اﻧﺖ‬
‫اﺗﻘﺎﺑﻠﻲ‬ ‫ﺣﺘﺘﻘﺎﺑﻠﻲ‬ ‫ﺑﺘﺘﻘﺎﺑﻠﻲ‬ ‫ﺗﺘﻘﺎﺑﻠﻲ‬ ‫اﺗﻘﺎﺑﻠﺘﻲ‬ ‫اﻧﺖ‬
ِ
‫ﺣﺎﺗﻘﺎﺑﻞ‬ ‫ﺑﺎﺗﻘﺎﺑﻞ‬ ‫اﺗﻘﺎﺑﻞ‬ ‫اﺗﻘﺎﺑﻠﺖ‬ ‫أﻧﺎ‬
‫ﺣﻴﺘﻘﺎﺑﻠﻮا‬ ‫ﺑﻴﺘﻘﺎﺑﻠﻮا‬ ‫ﻳﺘﻘﺎﺑﻠﻮا‬ ‫اﺗﻘﺎﺑﻠﻮا‬ ‫ﻫﻢ‬

‫اﺗﻘﺎﺑﻠﻮا‬ ‫ﺣﺘﺘﻘﺎﺑﻠﻮا‬ ‫ﺑﺘﺘﻘﺎﺑﻠﻮا‬ ‫ﺗﺘﻘﺎﺑﻠﻮا‬ ‫اﺗﻘﺎﺑﻠﺘﻮا‬ ‫اﻧﺘﻮ‬
‫ﺣﻨﺘﻘﺎﺑﻞ‬ ‫ﺑﻨﺘﻘﺎﺑﻞ‬ ‫ﻧﺘﻘﺎﺑﻞ‬ ‫اﺗﻘﺎﺑﻠﻨﺎ‬ ‫اﺣﻨﺎ‬

˙ayit’aabil biyit’aabil yit’aabil it’aabil huwwa
˙atit’aabil bitit’aabil tit’aabil it’ablit hiyya
it’aabil ˙atit’aabil bitit’aabil tit’aabil it’abilt inta
it’abli ˙atit’abli bitit’abli tit’abli it’abilti inti
˙at’aabil bat’aabil at’aabil it’abilt ana
˙ayit’ablu biyit’ablu yit’ablu it’ablu humma

it’ablu ˙atit’ablu bitit’ablu tit’ablu it’abiltu intu
˙anit’aabil binit’aabil nit’aabil it’abilna i˙na
Verbal Noun ‫ﻣﻘﺎﺑﻠﺔ‬ mu’abla (III)

Active Participle ‫ﻣﺘﻘﺎﺑﻞ‬ mit’aabil
My throat hurts!
Body Parts Other Health Words
‫راس‬ head raas ‫ راﺣﺔ‬rest raa˙a

‫زور‬ throat zoor ‫ ﺑﺮد‬cold bard
(‫ﻋﲔ ﻋﻴﻮن )ﻋﻴﻨﲔ‬ eye een uyuun ( ineen)
c c c
‫ دوا‬medicine dawa
‫ﺑﻄﻦ‬ stomach ba†n ‫ﻳﮑﺢ‬
ّ ‫ﮐﺢ‬ ّ to cough ka˙˙ yiku˙˙
(‫رﺟﻞ )رﺟﻠﲔ‬ leg, foot rigl (rigleen) ‫وﺟﻊ ﻳﻮﺟﻊ‬ to hurt wagac yiwgac
‫ﻗﻠﺐ ﻗﻠﻮب‬ heart ’alb ’uluub ‫ﺻﺪاع‬ headache ßudaac
‫دﻣﺎغ‬ brain dimaa¶ ‫إﺳﻬﺎل‬ diarrhea ’ishaal

‫ﺳﻨّﺔ ﺳﻨﺎن‬ tooth sinna sinaan ‫إﻣﺴﺎك‬ constipation ’imsaak
‫ﻟﺴﺎن أﻟﺴﻨﺔ‬ tongue lisaan lisina ‫اﻧﻔﻠﻮﻧﺰا‬ flu ’infiluwanza
‫ﻣﻨﺎﺧﻴﺮ‬ nose manaxiir ‫ﻋﻴﺎدة ﻋﻴﺎدات‬ clinic iyaada ciyadaat
c
‫ﺷﻌﺮ‬ hair šacr ‫ﻃﺒﻴﺐ أﻃ ّﺒﺎء‬ doctor (medical) †abiib ’a†ibbaa’
‫ودن ودان‬ ear widn widaan ‫ﳑﺮﺿﺔ‬ ّ nurse mumarri∂a

‫ﺻﺪر ﺻﺪور‬ chest, breast ßadr ßuduur ‫ﻣﺴﺘﺸﻔﻰ‬ hospital mustašfa
‫ﻣﺴﺘﺸﻔﻴﺎت‬ hospitals mustašfayaat
Other Words
‫ﺷﻔﻰ ﻳﺸﻔﻲ‬ to cure, heal šafa yišfi
‫ﻇﻬﺮ ﻳﻈﻬﺮ‬ to appear Ωahar yiΩhar
‫ﻳﺨﻒ‬ّ ‫ﺧﻒ‬ ّ to recover (from illness) xaff yixiff
+ ‫أﺻﻞ‬ because (+pronoun) ’aßl
‫ ﻋﺎﻟﺞ ﻳﻌﺎﻟﺞ‬to treat aalig yicaalig
c
‫ﻏﻴﺮ‬ except geer

‫ ﺣﺎﮐﺘﺒﻠﻚ دوا‬I’ll write you a pre- ˙aktiblak dawa
‫ﺻﺒﺮ‬ patience ßabr
scription
‫ﺳﺮﻳﺮ‬ bed siriir
‫ ﺟﺴﻢ أﺟﺴﺎم‬body gism ’agsaam
‫ﺷﻨﺐ‬ mustache šanab
‫ﻣﮑﺴﺮ‬
ّ beaten up mikassar
(‫دﻗﻦ )ذﻗﻦ‬ beard da’n
‫ ﻣﮑﺴﻮر‬broken maksuur
‫ ﺣﻠﻖ ﻳﺤﻠﻖ‬to shave, get a haircut ˙ala’ yi˙la’
‫ﺟﺎﻣﺪ‬ severe, strong gaamid
‫ﺣﻼق‬ ّ barber ˙allaa’
‫ﺣﺎدﺛﺔ ﺣﻮادث‬ accident ˙adsa ˙awaadis
‫ ﻧﻌﻴﻤ ًﺎ‬blessed! (said after naciiman
‫ﻣﺎﻟﻚ؟‬ what’s wrong with you? maalak?
haircut, shave, bath)
‫داﻳﺦ‬ dizzy daayix
‫ اﻟﻠﻪ ﻳﻨﻌﻢ ﻋﻠﻴﻚ‬God bless you allaah yincam caleek
‫ﺣﺮارة‬ temperature ˙araara
(response)
‫درﺟﺔ درﺟﺎت‬ degree daraga daragaat
‫ﻋﻴﻨﻲ‬
ّ ‫ ﻣﻦ‬From my eyes. (I’ll do it with pleasure.) min cineyya
‫ اﻟﺼﺒﺮ أﺣﺴﻦ دوا‬Patience is the best medicine. ißßabr ’a˙san dawa
‫ اﻟﺸﺎﻓﻲ ﻫﻮ اﻟﻠﻪ‬e healer is God. (God is the one who heals, not the iššaafi huwwa allaah
doctor.)
‫ واﺗّﮑﻞ ﻋﻠﻰ اﻟﻠﻪ‬،‫ ﺧﺪ ﻣﻦ ﻋﺒﺪ اﻟﻠﻪ‬Take from the servant of God, and rely on God. (Ac- xud min cabd allaah, wittakil
cept the care of a doctor, but realize it’s up to God.) c
a allaah
‫ اﺗﻌﺸﻰ واﲤﺸﻰ‬،‫ اﺗﻐﺪى واﲤﺪى‬Eat lunch, stretch out, eat dinner, take a walk. (Sleep it¶adda witmadda, itcašša
after lunch, walk after dinner.) witmašša
Dialogue Assignment
1. Work with a partner and create a scenario in which you visit a doctor in his clinic. He asks you what your symptoms are, and you
tell him. He then says he’ll write you a prescription.
Drills
1 (A). Tell your friend what’s hurting you using the pattern ‫زوري ﺑﻴﻮﺟﻌﻨﻲ‬.
my leg my arm my head my stomach

my hand my brain my eye my heart
(B). Now ask your friend what is hurting him, his sister, and his brother, and he will answer using the same list (for example: ‫زورك‬
‫ ﺑﻴﻮﺟﻌﻚ؟‬or ‫ زورﻫﺎ ﺑﻴﻮﺟﻌﻬﺎ؟‬etc.).
2. Conjugate the verbs for the persons and tenses given:
to cough ‫ﮐﺢ‬
ّ (past: I, she, he; present: you, we, they)
to get better ‫( ﺷﻔﻲ‬past: I, we, they; future: they, he, you pl.)
3. Write what you think the following idioms using body parts mean? ink of a context when you would say the idiom or phrase.
.‫اﻟﻠﻲ إﻳﺪه ﻓﻲ اﳌﻴﺔ ﻣﺶ زي اﻟﻠﻲ إﻳﺪه ﻓﻲ اﻟﻨﺎر‬ .‫ﺟﻴﺖ ﺑﺮﺟﻠﻴﺎ‬ .‫راح ﻋﻠﻰ رﺟﻠﻴﻪ‬
.‫إﻳﺪ ورا وإﻳﺪ ﻗﺪام‬ .‫ﺧﺪوه ﻣﻦ إﻳﺪي‬ .‫ﺣﻂ رﺟﻞ ﻋﻠﻰ رﺟﻞ‬
.‫ﻣﻦ راﺳﻪ ﻟﺮﺟﻠﻴﻪ‬ .‫أﻳﺪ ﻋﻠﻰ أﻳﺪ ﺗﺴﺎﻋﺪ‬ .‫ﺟﺖ رﺟﻠﻪ ﻓﻴﻬﺎ‬
.‫ﻫﻮ ﻣﺶ ﻋﺎرف راﺳﻪ ﻣﻦ رﺟﻠﻴﻪ‬ .‫إﻳﺪه ﻃﻮﻳﻠﺔ‬

1. I have a high temperature. 4. e nurse at the hospital told me to take my medicine three
2. I have been looking for that medicine for three weeks. times a day after eating.
3. I went to the doctor and he prescribed Aspirin and rest. 5. I did what the doctor said, and I got better in two days.
5. Change to past imperfect, adding enough of a context to make a full sentence, and translate the resulting sentence into English.
Example: Prompt: .‫ ﮐﻠﺖ ﺟﺒﻨﺔ‬Answer: .‫ ﮐﻨﺖ ﺑﺎﮐﻞ ﺟﺒﻨﺔ ﳌﺎ ﺷﻔﺘﻪ‬I was eating cheese when I saw him.
.‫اﻧﺖ اﺗﮑﻠﻤﺖ ﻓﺮﻧﺴﺎوي‬ .‫أﻧﺎ د ّورت ﻋﻠﻰ ﻗﻤﻴﺺ ﺟﺪﻳﺪ ﻓﻲ اﳌﻮل‬

.‫ﻫﻮ ذاﮐﺮ ﻓﻲ اﳌﮑﺘﺒﺔ‬ .‫ﺷﺮﺑﻨﺎ ﻗﻬﻮة‬
.‫اﺷﺘﻐﻠﺖ ﻣﻊ اﳌﺪﻳﺮ‬ .‫ﻫﻲ اﺗﻔﺮﺟﺖ ﻋﻠﻰ اﻟﻔﻴﻠﻢ‬
6. Translate to Arabic.
I used to drink tea every day. We were speaking with the teacher when John left.
I was reading the Quran when he arrived. You used to come here every week. What happened?
She used to study Russian before she married Jim. She was coughing when the doctor came in.
7. Active Participles.
Create active participles from the following verbs. Guess their meaning in English.
Example: Prompt: ‫ ﺳﺎﻓﺮ‬Answer: ‫ ﻣﺴﺎﻓﺮ‬traveler
‫اﺗﻨﺎول‬ ‫اﺳﺘﻘﺒﻞ‬ ‫ﺣﺎول‬

‫ﺷﺮب‬ ‫ﺧﻠّﺺ‬
Old Lesson Review

8. (lesson 8) Negate the following sentences. Notice that different types of verbs are negated differently. Modals and the future tense
use ‫ﻣﺶ‬, while the habitual and plain (no prefix) verbs use ‫ش‬...‫ﻣﺎ‬.
.‫اﻟﻄﻼب ﺑﻴﺤﺒﻮا ﻳﺪرﺳﻮا ﻋﺮﺑﻲ‬ .‫ﺷﺮﻳﻒ ﺑﻴﺎﮐﻞ ﻓﺮاخ ﮐﻞ ﻟﻴﻠﺔ‬

‫ﳑﮑﻦ ﺗﻴﺠﻲ ﻳﻮم اﳋﻤﻴﺲ؟‬ .‫ﺳﻮزان ﻋﺎوزة ﺗﺸﺮب ﻣﻴﺔ دﻟﻮﻗﺘﻲ‬
.‫ﺣﻴﻘﺮا اﻟﮑﺘﺐ ﻗﺒﻞ اﻻﺟﺘﻤﺎع‬ .‫أﻧﺎ ﻻزم أروح ﻣﻊ ﺳﻤﻴﺮ اﳌﮑﺘﺒﺔ‬
.‫ﺣﺎروح ﻟﺒﻨﺎن اﻷﺳﺒﻮع اﻟﻠﻲ ﺟﺎي‬
9. (lesson 9) Use the given words to make past tense negative sentences with pronoun endings. Translate your answers.
Example: Prompt: him/to see/I Answer: .‫ أﻧﺎ ﻣﺎﺷﻔﺘﻮش‬I didn’t see him.
him/to know/I/yet the books/they/to read

the girl/to understand to bring/the brain sandwich/she
to like/meat/we/yet
1. Past Imperfect
Arabic has only two formal tenses, so to create other effects, helping verbs are used. e present or imperfect tense is used for
activities that are ongoing (continuous) or that happen all the time (habitual), while the past or perfect is used for events that
happened and are over. If you want to refer to something that was either ongoing or habitual in the past, you use the helping
verb ‫ ﮐﺎن‬with the imperfect. For example:
.‫ﮐﺘﺒﺖ ﺟﻮاب ﻟﺒﺎﺑﺎﻳﺎ‬ I wrote a letter to my father.
.‫ﮐﻨﺖ ﺑﺎﮐﺘﺐ ﺟﻮاب ﻷﺑﻮﻳﺎ ﳌﺎ دﺧﻞ‬ I was writing a letter to my father when he entered.
.‫ﮐﻨﺖ ﺑﺎﺣﺎول أﺗّﺼﻞ ﺑﻴﻚ‬ I was trying to get in touch with you.
.‫ﻣﺮة ﮐﻞ أﺳﺒﻮع‬
ّ ‫ﮐﻨﺖ ﺑﺎﮐﺘﺐ ﺟﻮاب ﻟﺒﺎﺑﺎﻳﺎ‬ I used to write a letter to my father once a week.
Some verbs like ‫ﻳﺤﺐ‬ّ ّ ‘to love’ and ‫‘ ﻋﺮف ﻳﻌﺮف‬to know’ refer to states in the imperfect. In the perfect, however, they must
‫ﺣﺐ‬
refer to events, so they are interpreted as ‘inceptive’ i.e. ‘coming into the state’ meaning something like ‘fell in love with’ or ‘found
out’ as in the examples below. If you want these verbs to mean a past state, you must use the past imperfect using a form of
‫ﮐﺎن‬. Examples:
.‫ﺑﺎﺣﺐ ﻣﻬﺎ‬ I love Maha.
.‫ﺣﺒﻴﺖ ﻣﻬﺎ‬ I fell in love with Maha.
.‫ﮐﻨﺖ ﺑﺎﺣﺐ ﻣﻬﺎ‬ I loved Maha.
.‫ﺑﺎﻋﺮف اﺳﻤﻪ‬ I know his name.
.‫ﻋﺮﻓﺖ اﺳﻤﻪ‬ I found out his name.
.‫ﮐﻨﺖ ﺑﺎﻋﺮف اﺳﻤﻪ‬ I knew his name.
2. Past Perfect.
e verb ‫ ﮐﺎن‬is also used with another past tense verb to mean past perfect – something that happened before some other
event in the past. In English we express this with phrases like ‘he had gone’. For example, the following sentence from the text
is in past perfect.
.‫ﮐﻨﺖ ﺧﺮﺟﺖ ﺷﻮﻳﺔ‬ I had gone out for awhile.
Other examples:
.‫ﳌﺎ ﺷﻔﺘﻚ ﮐﻨﺖ ﻓﻄﺮت‬ I had eaten beakfast when I saw you.
.‫ﮐﺎن ﺧﻠﺺ اﻻﻣﺘﺤﺎن ﻗﺒﻞ ﻣﺎ ﺧﺮج‬ He had finished the test before he left.
3. Body Parts
Most words in Arabic are masculine and feminine based on whether or not they end in a taa’ marbuu†a. However, some words
which do not end in a taa’ marbuu†a are feminine anyway, like names of cities and some countries. Likewise, body parts that
come in pairs are feminine. is means that ‫‘ راس‬head’ is masculine, but ‫‘ ﻋﲔ‬eye’ and ‫‘ رﺟﻞ‬leg’ are feminine. us:
.‫ راﺳﻲ ﺑﻴﻮﺟﻌﻨﻲ‬My head hurts (me).
.‫ رﺟﻠﻲ ﺑﺘﻮﺟﻌﻨﻲ‬My leg hurts (me).
4. Using ‫‘ ﺑﻌﺾ‬some’
e word ‫ﺑﻌﺾ‬, like the word ‫ﮐﻞ‬, is almost always the first term of an i∂aafa. is means that it rarely would take the definite
article. For example: ‫‘ ﺑﻌﺾ اﻟﻄﻼب‬some of the students,’ ‫‘ ﺑﻌﺾ اﻟﻔﻴﻠﻢ‬some of the film,’ and ‫‘ ﺑﻌﻀﻬﻢ‬some of them.’ In colloquial,
the word ‫ ﺷﻴﻮة‬is often used where ‫ ﺑﻌﺾ‬might be used in Fusha. Other examples:
.‫ ﺑﻌﺾ اﻟﻄﻼب راﺣﻮا اﻟﺴﻴﻨﻤﺎ‬Some of the students went to the cinema.

.‫ ﺷﻔﺖ ﺷﻮﻳﺔ ﻣﻨﮑﻢ ﻓﻲ اﳉﻨﻴﻨﺔ‬I saw some of you in the park.
.‫ ﻗﺮﻳﺖ ﺷﻮﻳﺔ ﻣﻦ اﻟﮑﺘﺎب اﻟﺼﺒﺢ‬I read some of the book this morning.
5. Derived Form Active Participles

We learned earlier that Form I active participles of sound verbs follow the patterns FaaMiL. e derived forms (II – X) all
form the active participle by adding the prefix mi- or sometimes mu - to the imperfect stem: ‫ﻣﺪرس‬
ّ ‫درس‬
ّ yi-darris --> mi-darris
/ mu-darris. Here are a few examples of derived form participles:
‫ﻣﺠﺘﻤﻊ‬ ‫ﻣﺘﮑﻠّﻢ‬ ‫ﻣﺪرس‬

ّ
‫ﻣﺴﺘﻐﺮب‬ ‫ﻣﺘﻘﺎﺑﻞ‬ ‫ﻣﺴﺎﻓﺮ‬
6. Form X verb
Here is the complete conjugation of a typical form X verb.
‫ﺣﻴﺴﺘﻐﺮب‬ ‫ﺑﻴﺴﺘﻐﺮب‬ ‫ﻳﺴﺘﻐﺮب‬ ‫اﺳﺘﻐﺮب‬ ‫ﻫﻮ‬
‫ﺣﺘﺴﺘﻐﺮب‬ ‫ﺑﺘﺴﺘﻐﺮب‬ ‫ﺗﺴﺘﻐﺮب‬ ‫اﺳﺘﻐﺮﺑﺖ‬ ‫ﻫﻲ‬
‫اﺳﺘﻐﺮب‬ ‫ﺣﺘﺴﺘﻐﺮب‬ ‫ﺑﺘﺴﺘﻐﺮب‬ ‫ﺗﺴﺘﻐﺮب‬ ‫اﺳﺘﻐﺮﺑﺖ‬ ‫اﻧﺖ‬
‫اﺳﺘﻐﺮﺑﻲ‬ ‫ﺣﺘﺴﺘﻐﺮﺑﻲ‬ ‫ﺑﺘﺴﺘﻐﺮﺑﻲ‬ ‫ﺗﺴﺘﻐﺮﺑﻲ‬ ‫اﺳﺘﻐﺮﺑﺘﻲ‬ ‫اﻧﺖ‬
ِ
‫ﺣﺎﺳﺘﻐﺮب‬ ‫ﺑﺎﺳﺘﻐﺮب‬ ‫اﺳﺘﻐﺮب‬ ‫اﺳﺘﻐﺮﺑﺖ‬ ‫أﻧﺎ‬
‫ﺣﻴﺴﺘﻐﺮﺑﻮا‬ ‫ﺑﻴﺴﺘﻐﺮﺑﻮا‬ ‫ﻳﺴﺘﻐﺮﺑﻮا‬ ‫اﺳﺘﻐﺮﺑﻮا‬ ‫ﻫﻢ‬

‫اﺳﺘﻐﺮﺑﻮا‬ ‫ﺣﺘﺴﺘﻐﺮﺑﻮا‬ ‫ﺑﺘﺴﺘﻐﺮﺑﻮا‬ ‫ﺗﺴﺘﻐﺮﺑﻮا‬ ‫اﺳﺘﻐﺮﺑﺘﻮا‬ ‫اﻧﺘﻮ‬
‫ﺣﻨﺴﺘﻐﺮب‬ ‫ﺑﻨﺴﺘﻐﺮب‬ ‫ﻧﺴﺘﻐﺮب‬ ‫اﺳﺘﻐﺮﺑﻨﺎ‬ ‫اﺣﻨﺎ‬

˙ayista¶rab biyista¶rab yista¶rab ista¶rab huwwa
˙atista¶rab bitista¶rab tista¶rab ista¶rabit hiyya
ista¶rab ˙atista¶rab bitista¶rab tista¶rab ista¶rabt inta
ista¶rabi ˙atista¶rabi bitista¶rabi tista¶rabi ista¶rabti inti
˙asta¶rab basta¶rab asta¶rab ista¶rabt ana
˙ayista¶rabu biyista¶rabu yista¶rabu ista¶rabu humma

ista¶rabu ˙atista¶rabu bitista¶rabu tista¶rabu ista¶rabtu intu
˙anista¶rab binista¶rab nista¶rab ista¶rabna i˙na
Verbal Noun ‫اﺳﺘﻐﺮاب‬ isti¶rab

Active Participle ‫ﻣﺴﺘﻐﺮب‬ musta¶rab
Poor Donkey!
Shopping Words Food Words
‫اﺷﺘﺮى ﻳﺸﺘﺮي‬ to buy ištara yištiri ‫ﺧﻀﺎر‬ vegetables xu∂aar

‫ﺑﺎع ﻳﺒﻴﻊ‬ to sell baac yibiic ‫ﻓﺎﮐﻬﺔ ﻓﻮاﮐﻪ‬ fruit faakiha fawaakih
‫ﮐﻴﺲ أﮐﻴﺎس‬ sack kiis ’akyaas ‫ﺻﻴﻨ ّﻴﺔ‬ tray ßiniyya
(‫ﺑ ّﻴﺎع )ﻳﻦ‬ salesman bayyaac bayyaciin ‫ﮐﻔﺘﺔ‬ kufta kufta

‫ﺑﮑﺎم‬ for how much bikaam ‫ﮐﻨﺎﻓﺔ‬ kunaafa kunaafa
‫ﺟﻨﻴﻪ ﺟﻨﻴﻬﺎت‬ Eg. pound gineeh ginehaat ‫ﻣﻬﻠﺒ ّﻴﺔ‬ mahallabiyya mahallabiyya
‫ﻗﺮش ﻗﺮوش‬ piaster ’irš ’uruuš ‫ﻃﺒﺦ ﻳﻄﺒﺦ‬ to cook †abax yu†bux
‫ﺑﻘﺎﻟﺔ‬ groceries bi’aala ‫ﻟﺬﻳﺬ‬ delicious laziiz

‫ﻣﻼﺑﺲ‬ clothing (1) malaabis ‫ﺷﻮرﺑﺔ‬ soup šurba
‫ﻫﺪوم‬ clothing (2) huduum ‫ﺳﻤﻚ أﺳﻤﺎك‬ fish samak
‫ﮐﻴﻠﻮ‬ kilo kiilo ‫ﻣﻮز‬ bananas mooz
‫زﺑﻮن زﺑﺎﻳﻦ‬ customer zabuun zabaayin ‫ﺗ ّﻔﺎح‬ apples tuffaa˙
‫ﺑﺎﻗﻲ‬ change (1) baa’i ‫ﻣﺸﻤﺶ‬ apricots mišmiš
‫ﻓ ّﮑﺔ‬ change (2) fakka ‫ﺳ ّﮑﺮ‬ sugar sukkar
‫ﺟﺰر‬ carrots gazar
Other Words
‫ر ّز‬ rice ruzz
ّ
‫ﻳﺤﻂ‬ ّ
‫ﺣﻂ‬ to put ˙a†† yi˙u††
‫ﺑﺼﻞ‬ onions baßal
‫ﺷﺎل ﻳﺸﻴﻞ‬ to carry šaal yišiil
‫ﻣﮑﺮوﻧﺔ‬ macaroni makaroona
‫ﺑﺪل ﻣﺎ‬ instead of badal ma
‫ﻗﻮﻃﺔ‬ tomatos ’uu†a
‫اﺳﺘﻐﺮب ﻳﺴﺘﻐﺮب‬ to be surprised ista¶rab yista¶rab
‫ﺧﻴﺎر‬ cucumbers xiyaar
‫ﺗﻌﺐ ﻳﺘﻌﺐ‬ to wear s.o. out tacab yitcib
‫زﺑﺎدي‬ yoghurt zabaadi
‫ﻧﻔﺴﻚ‬ yourself nafsak
‫زﻳﺘﻮن‬ oil zetuun
‫ ر ّﻳﺢ ﻳﺮ ّﻳﺢ‬to give a rest to rayya˙ yirayya˙
‫ زﺑﺪة‬butter zibda
‫ﻳﺒﺺ‬
ّ ‫ﺑﺺ‬ ّ to look baßß yibußß
‫ ﺑﻄﻴﺦ‬watermelons ba†iix
‫ﮐﻔﺎﻳﺔ‬ enough kifaaya
‫ﻣﺴﮑﲔ ﻣﺴﺎﮐﲔ‬ poor, unfortunate miskiin masakiin
‫ﺛﻘﻴﻞ )ﺗﻘﻴﻞ( ﺛﻘﺎل‬ heavy ti’iil tu’aal
!‫ﺣﺮام ﻋﻠﻴﻚ‬ shame on you ˙araam caleek!
(‫ﻣﺎﻟﻲ؟ )ﻣﺎﻟﻚ‬ what’s that got to maali? (maalak?)

do with me? (you)
‫ واﻟﺘﺎﻧﻲ ﺗﻌﺒﺎن‬،‫ واﺣﺪ ﺷﺎﻳﻞ دﻗﻨﻪ‬One is carrying his beard, why is the other tired? waa˙id šaayil da’nu, wittaani
‫( ﻟﻴﻪ؟‬Don’t get upset if you’re not involved.) tacbaan leeh?
.‫ ﺣﺎﻃﻂ ﻓﻲ ﺑﻄﻨﻪ ﺑﻄﻴﺦ ﺻﻴﻔﻲ‬He put a summer watermelon in his stomach. (He’s ˙aa†i† fi ba†nu ba†iix ßeefi.
looking self-satisfied.)
.‫ ﺷﺎﻳﻞ اﻟﺪﻧﻴﺎ ﻋﻠﻰ دﻣﺎﻏﻪ‬He’s carrying the world on his brain. (He’s got the šaayil iddunya cala dimaa¶u.
burdens of the world on his shoulders.)
.‫ ﺑﮑﺮه ﻓﻲ اﳌﺸﻤﺶ‬Tomorrow in the apricots. (When the apricots bloom, bukra fi lmišmiš.
i.e. when Hell freezes over.)
Dialogue Assignment
Make and act out a dialogue between a customer and a salesman (Work with a partner). Find out the prices of several items, buy a
certain number of kilos of each item, and then find out the total bill. Make sure it all adds up.
Drills
1. Translate into Arabic using a ‫ ﺣﺎل‬construction.
She lived in Cairo when she was young.

e grocer entered his shop carrying macaroni, rice, and carrots.
I went to my friend’s house riding on a donkey.
I saw you entering the restaurant.
ey met her as she was selling groceries in the market.
2. Give the active participles of the following verbs, and write (guess) the meaning of the participle:
‫راح‬ ‫ﺳﮑﻦ‬ ‫درس‬

ّ
‫ﺳﺎﻓﺮ‬ ‫اﺷﺘﺮى‬ ‫ﻓﻬﻢ‬
‫ﺷﺎل‬ ‫ﺑﺎع‬ ‫ﻋﺮف‬
3. Give the passive participles of the following verbs and write (guess) the meaning.
‫ﮐﺘﺐ‬ ‫ﻓﺘﺢ‬ ‫درس‬

‫ﺷﺮب‬ ‫ﺷﻐﻞ‬ ‫ﺳﮑﻦ‬
‫ﻗﻔﻞ‬ ‫دﺧﻞ‬ ‫ﻋﻘﻞ‬
4. Translate the following paying close attention to whether a verb or a participle is more appropriate.
I’m going to New York right now.

I go to the library every day for two hours.
Where is he coming from?
He comes from Denver to Los Angeles twice a month.
She is carrying three large books.
She usually carries her bag with her.
5. Change these sentences to emphasize or focus on the pronoun ending. en write in English what the new sentence means, paying
particular attention to emphasis and focus.
Example: Prompt: ‫ ﻓﲔ ﮐﺘﺎﺑﻚ؟‬Answer: ‫ ﻓﲔ ﮐﺘﺎﺑﻚ اﻧﺖ؟‬Where is your book?
.‫ﺣﻴﻘﺎﺑﻠﻮا ﺣﺴﲔ اﻟﺴﺎﻋﺔ ﺳﺘﺔ وﺣﻴﻘﺎﺑﻠﻮك اﻟﺴﺎﻋﺔ ﲤﺎﻧﻴﺔ‬ .‫ﮐﺘﺒﺖ اﺳﻤﻲ ع اﻟﻮرﻗﺔ‬
.‫ ﺑﺲ اﺷﺘﺮﻳﺖ اﻟﺒﻠﻮزة اﳋﻀﺮا ﻟﻴﮑﻲ‬،‫اﺷﺘﺮﻳﺖ اﻟﻔﺴﺘﺎن اﻷﺣﻤﺮ ﻟﺮﻧﺎ‬ .‫ﻫﻮ ﻻزم ﻳﺴﺘﻨﺎﻫﺎ ﻗﺪام اﳌﮑﺘﺒﺔ‬
6. Write answers to the following questions with complete sentences. Use words from past chapters as well as this one.
‫ﺑﺘﺤﺐ ﺗﺎﮐﻞ أﻳﻪ اﻟﺼﺒﺢ؟ واﳌﺴﺎء؟‬ ‫ﺑﻴﺒﻴﻌﻮا أﻳﻪ ﻓﻲ اﶈﻞ ده؟‬

‫ﺑﺘﺤﺐ ﺗﻄﺒﺦ أﻳﻪ؟‬ ‫ﻣﲔ ﺑﻴﺤﺐ ﻳﺎﮐﻞ ﺳﻤﻚ؟‬
‫أي ﺑﻠﺪ ﻓﻴﻬﺎ أﺣﺴﻦ أﮐﻞ؟‬
7. Translate the following sentences. Remember the rules about collective nouns.
Do you have bananas?

I have an apple in my bag.
I love onions
He bought only 2 onions.
Where is the watermelon?
We need to bring 5 apricots and 5 apples to the party.
Old Lesson Review

8. (lesson 10) Give the root and form of the following verbs.
‫دﺧﻞ ﻳﺪﺧﻞ‬ ‫اﺳﺘﻐﺮب ﻳﺴﺘﻐﺮب‬ ‫ﺧﺮج ﻳﺨﺮج‬ ‫ذاﮐﺮ ﻳﺬاﮐﺮ‬

‫اﺷﺘﺮى ﻳﺸﺘﺮي‬ ‫اﺗﻮﻟﺪ ﻳﺘﻮﻟﺪ‬ ‫اﺗﮑﻠّﻢ ﻳﺘﮑﻠّﻢ‬
1.Buying and Selling
To ask how much something costs, instead of saying ‫‘ ﮐﺎم‬how much,’ you say ‫‘ ﺑﮑﺎم‬for how much.’ e answer will also contain
the preposition bi-: ‫ﺑﺄرﺑﻌﺔ ﺟﻨﻴﻪ‬, ‫ﺑﺨﻤﺴﲔ ﻗﺮش‬, etc. You learned that the numbers three through ten take a plural noun. e
two nouns ‫ ﺟﻨﻴﻪ‬and ‫ ﮐﻴﻠﻮ‬are exceptions to this rule. e numbers always take the singular of these two nouns. Furthermore,
instead of taking the expected ‘short form’ of the number before the noun, with these two nouns they take the long form.
Compare:
‫ﺗﻼت ﺳﻨﲔ‬ three years
‫ﺗﻼﺗﺔ ﺟﻨﻴﻪ‬ three Eg. pounds
‫ﺧﻤﺲ ﻗﺮوش‬ five piasters
‫ﺧﻤﺴﺔ ﮐﻴﻠﻮ‬ five kilos
e amounts of 25 and 50 piasters may either be referred to as piasters (‫ﺧﻤﺴﺔ وﻋﺸﺮﻳﻦ ﻗﺮش‬, ‫ )ﺧﻤﺴﲔ ﻗﺮش‬or as portions of a
pound (‫رﺑﻊ ﺟﻨﻴﻪ‬, ‫)ﻧﺺ ﺟﻨﻴﻪ‬.
2. Collective Nouns / Unit Nouns

Many words for fruits and vegetables, like ‫ ﺑﺼﻞ‬،‫ ﻣﻮز‬،‫ ﺗ ّﻔﺎح‬etc. are collective nouns, meaning that they designate a collection of
plants, animals, objects, etc. but are grammatically singular. us, an adjective or verb referring to a noun of this class takes a
singular form, despite the fact that these nouns are semantically plural: (‫ – اﳌﻮز ﮐﻮﻳﺲ‬the bananas are good). ese words are
used somewhat like the English words ‘cabbage, rice’, and ‘lettuce’ in that they describe food in general and cannot be counted.
For example:
‫ﻋﻨﺪﮐﻢ ﻣﻮز ﮐﻮﻳﺲ اﻟﻨﻬﺎرده؟‬ Do you have nice bananas today?
.‫ﺑﺎﺣﺐ اﻟﺘﻔﺎح‬ I like apples.
In contrast, unit nouns are used only when talking about a specific example of the noun (that is otherwise collective). ey are
made by attaching a taa marbuu†a (sg) to the word. us ‫ ﺗ ّﻔﺎح‬means ‘apples’ in general, while ‫ ﺗ ّﻔﺎﺣﺔ‬refers to a specific apple.
Unit nouns can take a plural with –aat, which is mainly used with the numbers 3 – 10, i.e. when referring to a specific number
of them. Again, ‫ ﺗ ّﻔﺎح‬means ‘apples’ in general while ‫ ﺗ ّﻔﺎﺣﺎت‬refers to a number of specific apples. For example:
.‫أﻧﺎ ﻋﺎوزة أﺷﺘﺮي ﺗﻔﺎﺣﺔ واﺣﺪة ﺑﺲ‬ I want to buy one apple only.
.‫ﻋﻨﺪي ﺧﻤﺲ ﺑﺼﻼت‬ I have five onions.
Exception: If the collective noun (1) already ends with a taa marbuu†a (such as ‫ – ﻗﻮﻃﺔ‬tomatoes), or (2) is a very small unit
-such as apricots, the countable singular unit form ends in –aaya. For example:
.‫ ﮐﻞ ﻗﻮﻃﺎﻳﺔ واﺣﺪة‬He ate one tomato.

.‫ اﻟﺒﻘﺎل ﻋﻨﺪه ﺳﺖ ﻗﻮﻃﺎﻳﺎت ﺑﺲ‬e grocer has only six tomatoes.
.‫ ﮐﺎن ﻓﻴﻪ ﻣﺸﻤﺸﺎﻳﺔ واﺣﺪة ﻋﻠﻰ اﻟﺘﺮﺑﻴﺰة‬ere was one apricot on the table.
3. e ‫ ﺣﺎل‬Construction
Arabic has several ways of telling what was going on at the same time as the main verb. One of these involves what is known
as the ‫ ﺣﺎل‬construction, or the clause of accompanying circumstance. ere are several ways to form a ‫ﺣﺎل‬:
a) add either ‫ وﻫﻮ‬or ‫( وﻫﻲ‬or another pronoun) before the clause. e clause will normally be present tense even if the main
verb is past:
.‫ ﺳﮑﻨﺖ ﻓﻲ ﺑﻴﺮوت وأﻧﺎ ﺻﻐﻴﺮ‬I lived in Beirut when I was small.

.‫ ﻣﺸﻲ وﻫﻮ ﻳﻘﺮا اﳉﺮﻳﺪة‬He walked along reading the newspaper.
b) simply start the clause with an imperfect verb ‘out of the blue:’
.‫ ﻣﺸﻲ ﻳﻘﺮا اﳉﺮﻳﺪة‬He walked along reading the newspaper.
c) use the active participle instead of the verb to begin the ‫ ﺣﺎل‬clause:
.‫ ﺷﻔﺘﻪ ﻣﺎﺷﻲ ﻓﻲ اﻟﺸﺎرع‬I saw him walking in the street.
d) use a past tense verb ‘out of the blue’ to indicate something that had already happened that set up the current circumstance
(the idea of past perfect):
.‫ﺷﻔﺘﻪ دﺧﻞ ﺑﻴﺘﮑﻢ‬ I saw him enter your house (or I saw he had entered your house.)
4. Usage of Active Participles

You have learned a large number of active participles: ‫ﻓﺎﻫﻢ‬, ‫ﻋﺎرف‬, ‫راﻳﺢ‬, ‫ﺳﺎﮐﻦ‬, ‫ﺟﺎي‬, etc. remember that form I sound verbs form
the active participle by plugging the three letters of the root into the pattern FaaMiL. If the verb is hollow, use a ‘y’ for the
middle radical as in ‫ﺷﺎﻳﻞ‬. Other forms make the participle by adding the prefix mi- (or mu-) onto the front of the present
tense stem (as in ‫)ﻣﺘﮑﻠّﻢ‬.
Active participles are verbal adjectives. ey function as adjectives and agree like adjectives, but sometimes they have verbal
force and end up being translated as verbs in English:
‫اﻧﺖ راﻳﺢ ﻓﲔ؟‬ Where are you going?
.‫أﻧﺎ ﻣﺶ ﻓﺎﻫﻢ اﳉﻤﻠﺔ دي‬ I don’t understand that sentence.
One clear example of the verbal force of active participles is the use of pronouns on the end of active participles. e set of
pronoun endings that can be used on the ends of nouns is identical to the set that is used on verbs (for the pronoun object of
the verb) except for the pronoun that means ‘my/me’, which is -i on the end of nouns and -ni on the end of verbs. Tellingly, it
is also -ni on the end of participles. Again, note that a pronoun ending on the end of an active participle is interpreted as the
object of the ‘verb.’ For example:
.‫ﻫﻮ ﺷﺎﻳﻠﻬﺎ‬ He is carrying her.
.‫ﻫﻮ ﺷﺎﻳﻠﻨﻲ‬ He is carrying me.
You may have noticed that the active participles of some verbs are used frequently, while others are used less often. is is
partly idiosyncratic, but there are patterns. Basically, the active participles of verbs of motion (go, come, bring, carry, etc.),
location (live, stay), and mental state (see, understand, want, etc.) are commonly used in place of the verb for the continuous
meaning. us, while for a verb like ‫‘ ﮐﺘﺐ ﻳﮑﺘﺐ‬to write’, the plain present tense form ‫ ﺑﻴﮑﺘﺐ‬means both ‘he is writing’
(continuous), and ‘he (usually) writes’ (habitual), for these three categories the bi- form usually is restricted to the habitual
meaning, and the participle is used for the continuous meaning:
.‫ﺑﺎروح اﳉﺎﻣﻌﺔ ﮐﻞ ﻳﻮم‬ I go to the university every day.
.‫أﻧﺎ راﻳﺢ اﳉﺎﻣﻌﺔ دﻟﻮﻗﺘﻲ‬ I am going to the university right now.
For other classes of verbs, like ‫ﮐﺘﺐ ﻳﮑﺘﺐ‬, the participle is not used to mean the continuous form of the verb, but rather means
something like the present perfect form:
.‫أﻧﺎ ﮐﺎﺗﺐ اﳉﻮاب‬ I have written the letter.
.‫ﻫﻮ ﺷﺎرب اﻟﻘﻬﻮة‬ He has drunk the coffee.
However, this latter usage is rare. It is more common for these kinds of participles to be reinterpreted as simple nouns,
meaning a person who engages in the activity named by the verb (often translated by an English noun ending in -er: writer,
singer, etc.). us:
‫ﻋﺎﻣﻞ‬ worker ‫ﮐﺎﺗﺐ‬ writer
‫ﻣﺘﮑﻠّﻢ‬ speaker ‫ﻗﺎري‬ reader
5. Passive Participles
Passive participles of Form I verbs are formed by plugging the letters of the root into the pattern maFMuuL. You know the
forms ‫‘ ﻣﺸﻐﯩﻮل‬busy,’ and ‫‘ ﻣﻮﺟﻮد‬present’ that are passive participles. Other verb forms, when they have passive participles, use
forms that begin with mi’ or mu- that are similar to the active participles for those forms. In general, while an active participle
refers to the one doing the action of the verb, the passive participle refers to the thing that had something done to it. So:
‫ﻣﮑﺴﻮر‬ broken ‫ﻣﮑﺘﻮب‬ written
‫ﻣﻘﻔﻮل‬ closed ‫ﻣﺸﺮوب‬ drunk
‫ﻣﻔﺘﻮح‬ open
Examples of passive participles in sentences:
‫اﻟﺒﺎب ده ﮐﺎن ﻣﻘﻔﻮل ﳌﺎ دﺧﻠﺖ؟‬ Was that door closed when you entered?
.‫ﺷﺎف اﺳﻤﻪ ﻣﮑﺘﻮب ﻋﻠﻰ اﻟﮑﺘﺎب‬ He saw his name written on the book.
6. Emphasizing Pronoun Endings

Since pronoun endings are not separate words, you cannot stress them in order to focus on them specifically. In English, if we
want to focus on the pronoun me in the sentence “He is carrying me,” we can add extra stress to the word ‘me,’ marked in a text
by underlining it: “He is carrying me.” Since this cannot be done in Arabic, when you want to emphasize a pronoun ending,
you repeat the corresponding independent pronoun directly after it:
.‫ ﻫﻮ ﺷﺎﻳﻠﻨﻲ أﻧﺎ‬،‫ﻫﻮ ﻣﺶ ﺷﺎﻳﻠﻬﺎ‬ He isn’t carrying her, he’s carrying me.
.‫ ﺑﺲ ﺷﻔﺘﻪ ﻫﻮ ﻓﻲ اﳌﮑﺘﺒﺔ‬،‫ﺷﻔﺘﻬﺎ ﻓﻲ اﻟﺸﺎرع‬ I saw her in the street, but I saw him in the library.
7. Oneself
In Egyptian Arabic the terms ‘myself, yourself ’ etc. are said by simply adding personal pronouns to the word ‫ﻧﻔﺲ‬. For
example:
‫ﻟﻴﻪ ﺗﺘﻌﺐ ﻧﻔﺴﻚ؟‬ Why wear yourself out?
.‫ﺷﻔﺖ ﻧﻔﺴﻲ ﻓﻲ اﻟﺼﻮرة‬ I saw myself in the picture.
!‫ﻫﻮ ﻣﺶ ﳑﮑﻦ ﻳﺸﻴﻞ ﻧﻔﺴﻪ‬ He can’t carry himself.
8. Form I Hollow Verbs

Below is a typical Form I Hollow verb. Remember that there are three different vowel patterns for verbs such as these,
represented by the verbs ‫ راح ﻳﺮوح‬, ‫ﺷﺎل ﻳﺸﻴﻞ‬, and ‫ﻧﺎم ﻳﻨﺎم‬. is chart represents the first type only.
‫ﺣﻴﺮوح‬ ‫ﺑﻴﺮوح‬ ‫ﻳﺮوح‬ ‫راح‬ ‫ﻫﻮ‬
‫ﺣﺘﺮوح‬ ‫ﺑﺘﺮوح‬ ‫ﺗﺮوح‬ ‫راﺣﺖ‬ ‫ﻫﻲ‬
‫روح‬ ‫ﺣﺘﺮوح‬ ‫ﺑﺘﺮوح‬ ‫ﺗﺮوح‬ ‫رﺣﺖ‬ ‫اﻧﺖ‬
‫روﺣﻲ‬ ‫ﺣﺘﺮوﺣﻲ‬ ‫ﺑﺘﺮوﺣﻲ‬ ‫ﺗﺮوﺣﻲ‬ ‫رﺣﺘﻲ‬ ‫اﻧﺖ‬
ِ
‫ﺣﺎروح‬ ‫ﺑﺎروح‬ ‫اروح‬ ‫رﺣﺖ‬ ‫أﻧﺎ‬
‫ﺣﻴﺮوﺣﻮا‬ ‫ﺑﻴﺮوﺣﻮا‬ ‫ﻳﺮوﺣﻮا‬ ‫راﺣﻮا‬ ‫ﻫﻢ‬

‫روﺣﻮا‬ ‫ﺣﺘﺮوﺣﻮا‬ ‫ﺑﺘﺮوﺣﻮا‬ ‫ﺗﺮوﺣﻮا‬ ‫رﺣﺘﻮا‬ ‫اﻧﺘﻮ‬
‫ﺣﻨﺮوح‬ ‫ﺑﻨﺮوح‬ ‫ﻧﺮوح‬ ‫رﺣﻨﺎ‬ ‫اﺣﻨﺎ‬

˙ayruu˙ biyruu˙ yiruu˙ raa˙ huwwa
˙atruu˙ bitruu˙ tiruu˙ raa˙it hiyya
ruu˙ ˙atruu˙ bitruu˙ tiruu˙ ru˙t inta
ruu˙i ˙atruu˙i bitruu˙i tiruu˙i ru˙ti inti
˙aruu˙ baruu˙ aruu˙ ru˙t ana
˙ayruu˙u biyruu˙u yiruu˙u raa˙u humma

ruu˙u ˙atruu˙u bitruu˙u tiruu˙u ru˙tu intu
˙anruu˙ binruu˙ niruu˙ ru˙na i˙na
Verbal Noun (not used)

Active Participle ‫راﻳﺢ‬ raayi˙
Say hi to him for me!
Verbs Nouns
‫ﺳﻠّﻢ ﻳﺴﻠّﻢ ﻋﻠﻰ‬ to greet sallim yisallim ala

c
‫ﮐﺮت‬ card kart
‫ﺑﻌﺖ ﻳﺒﻌﺖ‬ to send bacat yibcat ‫ﺟﺎر ﺟﻴﺮان‬ neighbor gaar giraan
‫ﻳﻮري‬
ّ ‫ورى‬ ّ to show warra yiwarri ‫ﮐﺘﮑﻮﺗﺔ‬ chick katkuuta
‫ﺣﺼﻞ ﻳﺤﺼﻞ‬ to happen ˙aßal yi˙ßal ‫ﺟﺒﻞ ﺟﺒﺎل‬ mountain gabal gibaal
‫اﻧﺒﺴﻂ ﻳﻨﺒﺴﻂ‬ to enjoy oneself inbasa† yinbisi† ‫ﺷﺒﺎب‬ guys, youths šabaab
ّ ‫ﻓﻀﻞ‬
‫ﻳﻔﻀﻞ‬ ّ to prefer fa∂∂al yifa∂∂al ‫ﻧﺎدي‬ club naadi
ّ ‫ﺟﲍ‬
‫ﻳﺠﲍ‬ ّ to drive crazy gannin yigannin ‫رﻳﺎﺿﺔ‬ sports riyaa∂a
‫ﻟﻌﺐ ﻳﻠﻌﺐ‬ to play licib yilcab ‫ﮐﺮة اﻟﻘﺪم‬ football (soccer) kurit ilqadam
‫ﻏﻨّﻰ ﻳﻐﻨّﻲ‬ to sing ¶anna yi¶anni ‫ﻓﺮﻳﻖ‬ team farii’
‫ﺟﺮى ﻳﺠﺮي‬ to run gara yigri ‫ﮐﺮة اﻟﺴﻠّﺔ‬ basketball kurit issalla
‫ﻋﺎم ﻳﻌﻮم‬ to swim aam yi uum

c c
‫ﺷﻄﺮﱋ‬ chess ša†ranj
ّ
‫ﻳﺘﻤﺸﻰ‬ ّ
‫اﲤﺸﻰ‬ to go for a walk, stroll itmašša yitmašša ‫ﻃﺎوﻟﺔ‬ backgammon †aawila
‫ رﻗﺺ ﻳﺮﻗﺺ‬to dance ra’aß yur’uß ‫ﮐﻮﺗﺸﻴﻨﺔ‬ cards kutšiina
‫وﻗﺖ اﻟﻔﺮاغ‬ free time wa’t ilfaraa¶

Other Words
‫ﺑﺤﺮ‬ sea ba˙r
‫ دول‬those dool
‫ﺑﻼج‬ beach blaaj
‫ أول ﻣﺎ‬as soon as ’awwil ma
‫ﻼ‬ً ‫ ﻣﺜ‬for example masalan
‫ ﻋﻠﻰ ﻓﮑﺮة‬by the way ala fikra

c
‫ أﺑﺪ ًا‬never, at all ’abadan
‫ ﺳﺎﻋﺎت‬sometimes sacaat
‫ ﻣﻊ ﺑﻌﺾ‬together maca bac∂
‫ ﻣﻦ ﻏﻴﺮ‬without min geer
‫ ارﻗﺺ ﻟﻠﻘﺮد ﻓﻲ دوﻟﺘﻪ‬Dance for the monkey in his country. (Curry ur’uß lil’ird fi dawlitu
favor with those in authority no matter how an-
noying they are.)
‫ ارﻣﻴﻪ ﻓﻲ اﻟﺒﺤﺮ ﻳﻄﻠﻊ وﻓﻲ ﺑﻘﻪ ﺳﻤﮑﺔ‬row him into the sea and he comes back with a irmiih fi lba˙r yi†lac wifi bu’’u
fish in his mouth. (He is always lucky.) samaka.
‫ اﻟﺮﻗﺺ ﻧﻘﺺ‬To dance is to lose dignity. irra’ß na’ß
‫ ﻃﻠﻊ ﻣﻦ ﻫﺪوﻣﻪ‬He came out of his clothes. (He got really angry.) †ilic min huduumu
Dialogue Assignment
1) Write a dialogue in which you show pictures of your family to a friend, tell a little about them, and discuss writing letters to
them.
2) Work with a partner and discuss a few of their different hobbies using as many words as possible.
Drills
1. Change all nouns to pronouns. Translate the resulting sentences.
‫اﻧﺖ ﻗﻠﺖ اﻟﮑﻠﻤﺔ دي ﻟﻸﺳﺘﺎذ؟‬ .‫ﻗﺮﻳﺖ اﳉﺮﻳﺪة ﶈﻤﻮد‬

‫ﺣﺘﮑﺘﺐ ﻷﺻﺤﺎﺑﻚ ﻗﺮ ّﻳﺐ؟‬ .‫ﺳﻮزان ﮐﺘﺒﺖ ﺟﻮاب ﻷﻣﻬﺎ‬
‫ﳑﮑﻦ ﺗﺒﻌﺖ اﻟﻔﻠﻮس ﻟﻲ؟‬ .‫ﺟﻮرج ﺑﻌﺖ اﻟﺸﻨﻄﺔ ﻟﺴﻮزان‬
2. Read the following sentences with pronouns, and tell a partner a plausible context in which this sentence would make sense
indicating who or what the pronouns might refer to.
.‫ﺑﺘﺒﻌﺘﻬﺎﻟﻲ ﮐﻞ أﺳﺒﻮع‬ .‫ﻻزم ﺗﮑﺘﺒﻬﺎﻟﻬﺎ‬

.‫ﺣﺘﻘﺮاﻫﻮﻟﻨﺎ ﺑﮑﺮه اﻟﺼﺒﺢ‬ .‫اﻧﺖ ﻗﺮﻳﺘﻬﻮﻟﻬﻢ‬
‫ﺣﺘﻘﻮﻟﻠﻬﺎ أﻳﻪ؟‬
3. Answer the following questions with complete sentences.
‫ﺑﺘﺤﺐ ﺗﺘﻤﺸﻰ ﻓﻲ اﳉﻨﻴﻨﺔ؟‬ ‫ﺑﺘﺤﺐ ﺗﻠﻌﺐ ﺷﻄﺮﱋ؟‬

‫ﺑﺘﺤﺐ ﺗﻐﻨﻲ؟‬ ‫ﺑﺘﺤﺐ ﺗﺮﻗﺺ؟‬
‫ﺑﺘﺤﺐ ﺗﻠﻌﺐ ﮐﺮة اﻟﻘﺪم؟‬
4. Ask and answer the following questions in Arabic.
Do you prefer climbing mountains or playing cards?

Did you enjoy yourself at Amira’s or did she drive you crazy?
Why did you decide to study Arabic?
What do you do in your free time?
5. Translate into EA.
How long has your brother been in America?

John is the smartest student in the class.
e man I met yesterday in the city sold me his watch.
How long will your sister stay in Egypt?
He is taller than me.
e letter I sent to my father got lost in the mail.
I met a girl who lived in Egypt for 3 years.
We bought cucumbers and tomatoes to make a delicious soup.
I never saw her.
She left without me.
‫‪6. Make the item in the first sentence ‘more’ than the one in the second.‬‬
‫ﺑﺲ ﻣﺪﻳﻨﺔ اﻟﻘﺎﻫﺮة اﮐﺒﺮ ﻣﻦ ﻣﺪﻳﻨﺔ ﺑﻴﺮوت‪ Answer: .‬ﻣﺪﻳﻨﺔ ﺑﻴﺮوت ﮐﺒﻴﺮة ﮐﻤﺎن‪ .‬ﻣﺪﻳﻨﺔ اﻟﻘﺎﻫﺮة ﮐﺒﻴﺮة‪Example: Prompt: .‬‬
‫اﻟﺸﻨﻄﺔ دي ﺻﻐﻴﺮة‪ .‬اﻟﺸﻨﻄﺔ ﺑﺘﺎﻋﺔ ﺟﻮرج ﺻﻐﻴﺮة ﮐﻤﺎن‪.‬‬

‫ﻣﺮاﺗﻚ ﺟﻤﻴﻠﺔ‪ .‬ﻣﺮاة ﻣﺤﻤﻮد ﺟﻤﻴﻠﺔ ﮐﻤﺎن‪.‬‬
‫اﻟﻄﺎﻟﺐ ﻣﻦ ﮐﻮﻟﻮرادو ﺷﺎﻃﺮ‪ .‬اﻟﻄﺎﻟﺐ ﻣﻦ ارﻳﺰوﻧﺎ ﺷﺎﻃﺮ ﮐﻤﺎن‪.‬‬
‫اﻟﺮاﺟﻞ اﻟﺴﻮداﻧﻲ ﻃﻮﻳﻞ‪ .‬اﻻﺳﺘﺎذ اﻟﻌﺮاﻗﻲ ﻃﻮﻳﻞ ﮐﻤﺎن‪.‬‬
‫اﻟﮑﺘﺎب اﻻﺧﻀﺮ وﺣﺶ‪ .‬اﻟﮑﺘﺎب اﻻﺻﻔﺮ وﺣﺶ ﮐﻤﺎن‪.‬‬
‫اﻻﻣﺘﺤﺎن اﳋﺎﻣﺲ ﮐﺎن ﺻﻌﺐ‪ .‬اﻻﻣﺘﺤﺎن اﻟﺮاﺑﻊ ﮐﺎن ﺻﻌﺐ ﮐﻤﺎن‪.‬‬
‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﮐﻮﻳﺴﺔ‪ .‬اﻟﻠﻐﺔ اﻟﻔﺎرﺳﻴﺔ ﮐﻮﻳﺴﺔ ﮐﻤﺎن‪.‬‬
‫وﻻﻳﺔ ﻧﻴﻮﻳﻮرك ﺑﻌﻴﺪة‪ .‬وﻻﻳﺔ ﮐﺎﻟﻴﻔﻮرﻧﻴﺎ ﺑﻌﻴﺪة ﮐﻤﺎن‪.‬‬
‫‪7. Choose a noun and use the adjectives below in the superlative to say that the noun is the ‘biggest in the class’, the ‘smallest in the city’,‬‬
‫‪etc. Use the hints in parentheses if you can’t think of ideas yourself.‬‬
‫اﻟﻄﺎﻟﺐ اﻟﻠﺒﻨﺎﻧﻲ أﻃﻮل ﻃﺎﻟﺐ ﻓﻲ اﳉﺎﻣﻌﺔ‪ Answer: .‬ﻃﻮﻳﻞ ‪Example: Prompt:‬‬
‫)‪(book, library‬‬ ‫وﺣﺶ‬ ‫)‪(city, Middle East‬‬ ‫ﮐﺒﻴﺮ‬

‫)‪(building, city‬‬ ‫ﻗﺪﱘ‬ ‫)‪(student, class‬‬ ‫ﺷﺎﻃﺮ‬
‫)‪(city, state‬‬ ‫ﻣﻬﻢ‬ ‫)‪(language, department‬‬ ‫ﺻﻌﺐ‬
‫)‪(area, country‬‬ ‫ﺑﻌﻴﺪ‬ ‫)‪(teacher, university‬‬ ‫ﮐﻮﻳﺲ‬
‫)‪(yoghurt, country‬‬ ‫ﻟﺬﻳﺬ‬ ‫)‪(girl, family‬‬ ‫ﺻﻐﻴﺮ‬
‫)‪(word, lesson‬‬ ‫ﺳﻬﻞ‬
‫‪8. Make the second sentence into a relative clause that modifies a noun in the first sentence. Make sure you understand the‬‬
‫‪resulting sentence.‬‬
‫ﺷﻔﺖ اﻟﻮﻟﺪ اﻟﻠﻲ وﺻﻞ ﻣﻦ ﻟﻨﺪن اﻣﺒﺎرح ﻓﻲ اﳌﮑﺘﺒﺔ‪ Answer: .‬ﺷﻔﺖ اﻟﻮﻟﺪ ﻓﻲ اﳌﮑﺘﺒﺔ‪ .‬اﻟﻮﻟﺪ وﺻﻞ ﻣﻦ ﻟﻨﺪن اﻣﺒﺎرح‪Example: Prompt: .‬‬
‫ﻗﺎﺑﻠﺖ ﺳﺖ ﻣﺼﺮﻳﺔ‪ .‬اﻟﺴﺖ ﺑﺘﺒﻴﻊ ﺑﺼﻞ ﻓﻲ اﻟﺸﺎرع‪.‬‬

‫ﮐﻠﺖ اﻟﻌﻴﺶ‪ .‬اﺷﺘﺮﻳﺖ اﻟﻌﻴﺶ ﻣﻦ اﻟﺴﻮق اﻣﺒﺎرح‪.‬‬
‫اﻻﺳﺘﺎذ ﺳﺎﻋﺪﻧﻲ ﮐﺘﻴﺮ‪ .‬اﻻﺳﺘﺎذ ﺑﻴﺸﺘﻐﻞ ﻣﻊ ﺑﺎﺑﺎ‪.‬‬
‫ﻓﺮﻳﺪ ﺧﺮج ﻣﻊ ﻃﺎﻟﺒﺔ‪ .‬ﻗﺎﺑﻞ اﻟﻄﺎﻟﺒﺔ ﻓﻲ اﳉﺎﻣﻌﺔ‪.‬‬
‫ادﻳﺖ اﻟﮑﺘﺎب ﻟﺴﻤﻴﺮة‪ .‬ﻗﺮﻳﺖ اﻟﮑﺘﺎب اﻷﺳﺒﻮع اﻟﻠﻲ ﻓﺎت‪.‬‬
‫أﺣﻤﺪ اﺳﺘﻨﻰ ﺳﻌﺎد ﻗﺪام اﳌﮑﺘﺐ‪ .‬ﺳﻌﺎد ﮐﺎﻧﺖ ﺑﺘﺸﺘﻐﻞ ﻓﻲ اﳌﮑﺘﺐ‪.‬‬
‫اﻟﻄﻼب اﺗﮑﻠﻤﻮا ﻋﺮﺑﻲ ﻣﻊ اﳌﺪﻳﺮ‪ .‬ﺳﺎﻋﺪوا اﳌﺪﻳﺮ ﻓﻲ ﻣﮑﺘﺒﻪ اﻣﺒﺎرح‪.‬‬
‫ﺣﻴﮑﺘﺐ ﺟﻮاب ﻟﺰﻣﻴﻞ‪ .‬اﺳﻢ اﻟﺰﻣﻴﻞ ﻫﺎﻧﻲ‪.‬‬
1. Verbs with Direct and Indirect Object Pronouns
Verbs like ‫ ﮐﺘﺐ‬and ‫ ﻗﺎل‬can take both direct and indirect objects or either one alone. Either of these objects may be a noun or
a pronoun. For example:
.‫ ﮐﺘﺒﺘﻠﻪ‬I wrote to him. .‫ ﮐﺘﺒﺖ ﺟﻮاب ﶈﻤﻮد‬I wrote a letter to Mahmoud.

.‫ ﮐﺘﺒﺘﻪ‬I wrote it. .‫ ﮐﺘﺒﺖ ﶈﻤﻮد‬I wrote to Mahmoud.
.‫ ﮐﺘﺒﺖ ﺟﻮاب‬I wrote a letter.
As in English, when these objects come in the order direct object-indirect object, a preposition is placed before the indirect
object, usually li-. If both of the objects become pronouns, both (including the preposition) are placed on the end of the
verb:
.‫ﻗﺮﻳﺘﻬﺎﻟﻪ‬ I read it to him.
.‫ﮐﺘﺒﺘﻬﻮﻟﻬﺎ‬ I wrote it to her.
If the verb is negated, the negative ‫ش‬...‫ ﻣﺎ‬surrounds the entire thing:
.‫ﻣﺎﻗﺮﻳﺘﻬﺎﻟﻮش‬ I didn’t read it to him.
2. e Preposition ‫ ِﻟـ‬as a benefactive.

e preposition ‫ ِﻟـ‬is used to mark the indirect object of a verb as we saw in the above section. However, it is also often used
with verbs that don’t take indirect objects with what is known as a ‘benefactive’ meaning: doing something for someone else,
as in: he bought me a shirt, he baked her some cookies, she filled out the form for him. Just as with ‫ ِﻟـ‬as an indirect object
marker (above), this ‫ ِﻟـ‬is attached to the verb if it has a pronoun attached. For example:
‫ ﺗﻘﺪر ﺗﺸﺘﺮﻳﻬﺎﻟﻲ؟‬.‫أﻧﺎ ﻋﺎوز اﳉﺮﻳﺪة دي‬ I want that newspaper. Could you buy it for me?
e verb ‫ ﺳﻠّﻢ‬in the text of this lesson takes its regular object after the preposition ‫ﻋﻠﻰ‬, but it takes an optional benefactive
object with ‫ ِﻟـ‬, thus:
.‫ ﺣﺎﺳﻠّﻤﻠﻚ ﻋﻠﻴﻬﺎ‬I will say hi to her for you. !‫ ﺳﻠّﻤﻠﻲ ﻋﻠﻴﻪ‬Say hi to him for me! (to a male)
.‫ ﻫﻲ ﺑﺘﺴﻠّﻢ ﻋﻠﻴﻚ‬She says hi (to you). !‫ ﺳﻠّﻤﻴﻠﻲ ﻋﻠﻴﻬﻢ‬Say hi to them for me! (to a female)
.‫ ﺳﻠّﻤﻮا ﻋﻠﻴﻪ اﻣﺒﺎرح‬ey said hi to him yesterday. !‫ ﺳﻠّﻤﻮﻟﻲ ﻋﻠﻴﻬﺎ‬Say hi to her for me! (to a group)
3. Here is the conjugation of a typical Form VIII Hollow verb.

‫ﺣﻴﺮﺗﺎح‬ ‫ﺑﻴﺮﺗﺎح‬ ‫ﻳﺮﺗﺎح‬ ‫ارﺗﺎح‬ ‫ﻫﻮ‬
‫ﺣﺘﺮﺗﺎح‬ ‫ﺑﺘﺮﺗﺎح‬ ‫ﺗﺮﺗﺎح‬ ‫ارﺗﺎﺣﺖ‬ ‫ﻫﻲ‬
‫ارﺗﺎح‬ ‫ﺣﺘﺮﺗﺎح‬ ‫ﺑﺘﺮﺗﺎح‬ ‫ﺗﺮﺗﺎح‬ ‫ارﲢﺖ‬ ‫اﻧﺖ‬
‫ارﺗﺎﺣﻲ‬ ‫ﺣﺘﺮﺗﺎﺣﻲ‬ ‫ﺑﺘﺮﺗﺎﺣﻲ‬ ‫ﺗﺮﺗﺎﺣﻲ‬ ‫ارﲢﺘﻲ‬ ‫اﻧﺖ‬
ِ
‫ﺣﺎرﺗﺎح‬ ‫ﺑﺎرﺗﺎح‬ ‫ارﺗﺎح‬ ‫ارﲢﺖ‬ ‫أﻧﺎ‬
‫ﺣﻴﺮﺗﺎﺣﻮا‬ ‫ﺑﻴﺮﺗﺎﺣﻮا‬ ‫ﻳﺮﺗﺎﺣﻮا‬ ‫ارﺗﺎﺣﻮا‬ ‫ﻫﻢ‬

‫ارﺗﺎﺣﻮا‬ ‫ﺣﺘﺮﺗﺎﺣﻮا‬ ‫ﺑﺘﺮﺗﺎﺣﻮا‬ ‫ﺗﺮﺗﺎﺣﻮا‬ ‫ارﲢﺘﻮا‬ ‫اﻧﺘﻮ‬
‫ﺣﻨﺮﺗﺎح‬ ‫ﺑﻨﺮﺗﺎح‬ ‫ﻧﺮﺗﺎح‬ ‫ارﲢﻨﺎ‬ ‫اﺣﻨﺎ‬

˙ayirtaa˙ biyirtaa˙ yirtaa˙ irtaa˙ huwwa
˙atirtaa˙ bitirtaa˙ tirtaa˙ irtaa˙it hiyya
irtaa˙ ˙atirtaa˙ bitirtaa˙ tirtaa˙ irta˙t inta
irtaa˙i ˙atirtaa˙i bitirtaa˙i tirtaa˙i irta˙ti inti
˙artaa˙ bartaa˙ artaa˙ irta˙t ana
˙ayirtaa˙u biyirtaa˙u yirtaa˙u irtaa˙u humma

irtaa˙u ˙atirtaa˙u bitirtaa˙u tirtaa˙u irta˙tu intu
˙anirtaa˙ binirtaa˙ nirtaa˙ irta˙na i˙na
Verbal Noun ‫ارﺗﻴﺎح‬ irtiyaa˙

Active Participle ‫ﻣﺮﺗﺎح‬ mirtaa˙
If he has good grades...
Academic and Professional Words Other Nouns
‫اﻟﺜﺎﻧﻮﻳﺔ اﻟﻌﺎ ّﻣﺔ‬ General Secondary Exam issanawiyya l amma

c
‫ﻓﺘﺮة‬ period fatra
‫ﻋﻠﻢ ﻋﻠﻮم‬ science c

ilm uluum
c
‫ﻓﺠﺮ‬ dawn fagr
‫ﻣﺠﻤﻮع ﻣﺠﺎﻣﻴﻊ‬ score, grade, total magmuu magamii

c c
‫ﻧﮑﺘﺔ ﻧﮑﺖ‬ joke nukta nukat
‫اﻟﺴﻴﺎﺣﺔ واﻟﻔﻨﺎدق‬ tourism and hotels issiyaa˙a wilfanaadi’ ‫ﺧﻠﻴﺞ‬ gulf xaliig
‫ﺻﻴﺪﻟﺔ‬ pharmacy ßaydala ‫ﺻﺤﺮاء‬ desert ßa˙raa’
‫ﻫﻨﺪﺳﺔ‬ engineering handasa ‫ﺣ ّﺪ ﺣﺪود‬ border ˙add ˙uduud
‫ﻋﺎﻟﻢ ﻋﻠﻤﺎء‬ scientist, scholar c

aalim ulamaa’
c
‫اﺧﺘﻼف اﺧﺘﻼﻓﺎت‬ difference ixtifaaf ixtilaafaat
‫أدﻳﺐ أدﺑﺎء‬ writer, literary person ’adiib ’udabaa’ ‫ﻣﺸﻮار ﻣﺸﺎوﻳﺮ‬ errand mišwaar mašawiir
‫ﺗﺼﻤﻴﻢ‬ design taßmiim

Verbs
‫ﻓﻦ اﻟﻌﻤﺎرات‬ architecture fann ilcimaraat
‫ﻳﻘﺮب‬
ّ ‫ﻗﺮب‬ ّ to grow close ’arrab yi’arrab
‫ﻋﻼﻗﺎت ﻋﺎ ّﻣﺔ‬ public relations c
alaqaat camma
‫ﻃﻠﺐ ﻳﻄﻠﺐ‬ to request †alab yu†lub
‫ﮐﺎﺗﺐ ﮐﺘّﺎب‬ author kaatib kuttaab
‫ﻋﺎد ﻳﻌﻴﺪ‬ to repeat c
aad yiciid
‫ﺻﻴﺪﻟﻲ‬ pharmacist ßaydali
‫ﻗﺒﻞ ﻳﻘﺒﻞ‬ to accept ’ibil yi’bal
‫ﻣﺼﺎرﻳﻒ اﻟﺘﻌﻠﻴﻢ‬ tuition maßariif ittacliim
‫اﺗﻘﺒﻞ ﻳﺘﻘﺒﻞ‬ to be accepted it’abal yit’ibil
‫درﺟﺔ درﺟﺎت‬ grade, mark, score daraga daragaat
‫ﻧﻮى ﻳﻨﻮي‬ to intend nawa yinwi
Adjectives ‫اﺧﺘﻠﻒ ﻳﺨﺘﻠﻒ‬ to differ ixtalaf yixtilif
‫ﻧﺎوي ﻧﺎوﻳﲔ‬ intending naawi nawiyyiin ‫اﺣﺘﺎج ﻳﺤﺘﺎج‬ to need i˙taag yi˙taag
‫ﻣﺠﻨﻮن ﻣﺠﺎﻧﲔ‬ crazy magnuun maganiin

Other Words
‫ﻣﺤﺘﺎج ﻣﺤﺘﺎﺟﲔ‬ needing, needy mi˙taag mi˙tagiin
‫ ﺧﺼﻮﺻ ًﺎ‬especially xußuußan
‫ﻣﺴﺘﻌﺠﻞ ﻣﺴﺘﻌﺠﻠﲔ‬ in a hurry mistacgil mistacgiliin
‫ ﻋﺎد ًة‬usually aadatan
c
‫ﻣﺘﺄ ّﮐﺪ ﻣﺘﺄ ّﮐﺪﻳﻦ‬ certain mit’akkid mit’akkidiin
‫ ر ّﺑﻨﺎ ﻳﮑﻮن ﻓﻲ ﻋﻮﻧﻚ‬May God help you. rabbina yikuun fi coonak

‫ ﻋﻘﺒﺎﻟﻚ‬May the same happen to you. (Said as a good wish or in response to c
u’baalak
congratulations-particularly as regards marriage or children.)
‫ ر ّﺑﻨﺎ ﻳﻌﻄﻴﻚ اﻟﻌﺎﻓﻴﺔ‬May God give you strength. rabbina yic†iik ilcaafiya
‫ ﻣﺒﺮوك‬Congratulations! mabruuk
‫ اﻟﻠﻪ ﻳﺒﺎرك ﻓﻴﻚ‬May God bless you. (response to Congratulations.) allaah yibaarik fiik
‫ اﻟﻠﻪ ﻳﺨﻠّﻴﻚ‬May God preserve you. (= ank you, said in response to a service allaah yixalliik
or enquiry after one’s health. May be used with other pronouns.)
Dialogue Assignment
1) Work with a partner and take turns talking about your future plans. Ask them what they will do if parts of the plan do not work
out (for example if your partner says ‘I want to move to Alaska’ you should ask ‘If you couldn’t go to Alaska – where would you go’).
Use compete sentences in each response.
Drills
1. Translate the following sentences into English.
.‫ ﻋﺎﻳﺰ ﻳﺪﺧﻞ ﮐﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬،‫اذا ﺟﺎب ﻣﺠﻤﻮع ﮐﻮﻳﺲ‬

.‫ ﺣﻴﻌﻴﺪ اﻻﻣﺘﺤﺎن اﻟﺴﻨﺔ اﳉﺎﻳﺔ‬،‫وﻟﻮ ﻣﺎﺟﺎﺑﺶ ﻣﺠﻤﻮع ﮐﻮﻳﺲ اﻟﺴﻨﺔ دي‬
.‫ ﺣﺘﻨﺠﺢ‬،‫اذا درﺳﺖ ﮐﺘﻴﺮ‬
.‫ ﺣﻨﺮوح اﻟﺴﻴﻨﻤﺎ ﻣﻊ ﺑﻌﺾ‬،‫اذا اﻣﻴﺮة وﺻﻠﺖ ﺑﮑﺮة‬
.‫ ﻣﺎﮐﺎﻧﺘﺶ ﺧﺮﺟﺖ‬،‫ﻟﻮ ﮐﻨﺖ ﺟﻴﺖ اﻣﺒﺎرح ﺑﺎﻟﻠﻴﻞ‬
2. Replace the word ‫ ﳌّﺎ‬with the word ‫ إذا‬to form a conditional sentence. Translate your answer into English.
Example: Prompt: .‫ ﳌّﺎ ﺗﺸﻮف ﻋﺎدل ﻗﻮل ﻟﻪ ﻳﺘّﺼﻞ ﺑﻴﺎ‬Answer: .‫ ﻗﻮل ﻟﻪ ﻳﺘّﺼﻞ ﺑﻴﺎ‬،‫ إذا ﺷﻔﺖ ﻋﺎدل‬If you see Adil, tell him to call me.
.‫ ﺣﺘﺴﻴﺒﻲ اﻟﺸﻐﻞ ده‬،‫ﳌﺎ ﺗﺘﻘﺒﻠﻲ ﻓﻲ اﳉﺎﻣﻌﺔ‬ .‫ أﻧﺎ ﻋﺎوزة آﺟﻲ ﻣﻌﺎﮐﻲ‬،‫ﳌﺎ ﺗﺮوﺣﻲ اﳌﺴﺘﺸﻔﻰ‬
.‫ ﺣﺘﻄﺒﺨﻠﻚ اﻟﻌﺸﺎ‬،‫ﳌﺎ ﺗﺴﺎﻋﺪﻫﺎ‬ .‫ﳌﺎ ﺗﻌﺮف ادﻳﻨﻲ ﺧﺒﺮ‬
.‫ﳌﺎ ﺗﺪور ﻋﻠﻴﻪ ﺣﺘﻼﻗﻴﻪ‬
3. Make sentences that are contrary to fact. Replace the word ‫ إذا‬with the words ‫ ﻟﻮ‬and ‫ ﮐﺎن‬and then translate both sentences.
Example: Prompt: ‫ ﺣﻴﺤﺼﻞ أﻳﻪ؟‬،‫ إذا ﻣﺎﻋﻤﻠﻨﺎش ﮐﺪه‬Answer: ‫ ﮐﺎن ﺣﻴﺤﺼﻞ أﻳﻪ؟‬،‫ ﻟﻮ ﻣﺎﻋﻤﻠﻨﺎش ﮐﺪه‬If we don’t do this, what will
happen. --> If we hadn’t done this, what would have happened.
.‫ ﺣﺘﻼﻗﻮا أﻣﺎﮐﻦ‬،‫اذا رﺣﺘﻮا ﺑﺪري‬ ‫ ﺣﻴﻌﺮف ازاي؟‬،‫إذا ﻣﺎ ﻗﻠﻨﺎﻟﻮش‬

.‫ آﺟﻲ ﻣﻌﺎﮐﻮ‬،‫اذا ﻣﺎﮐﻨﺘﺶ ﻣﺸﻐﻮل‬ .‫ ﺣﺘﺴﺘﻐﺮب ﻗﻮي‬،‫اذا ﻗﻠﺘﻠﻚ‬
.‫ ﺣﻴﻘﻮل ﻟﻚ‬،‫اذا ﮐﺎن ﻋﺎوز ﻳﺮوح‬ .‫ ﻳﺒﻘﻰ أﺣﺴﻦ‬،‫اذا ﻋﻤﻠﺘﻲ ﮐﺪه‬
4. Transform into conditional sentences with ‫ ﻟﻮ‬and ‫ ﮐﺎن‬in appropriate places. Translate your answer into English.
Examples #1: Prompt: .‫ ﻣﺎﺟﻴﻨﺎش ﻋﺸﺎن ﮐﻨﺎ ﻣﺸﻐﻮﻟﲔ‬Answer: .‫ ﻟﻮ ﻣﺎﮐﻨﺎش ﻣﺸﻐﻮﻟﲔ ﮐﻨﺎ ﺟﻴﻨﺎ‬If we hadn’t been busy, we would have
come.
Example #2: Prompt: .‫ ﺣﻴﺪﺧﻞ ﮐﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ ﻋﺸﺎن ﺟﺎب ﻣﺠﻤﻮع ﮐﻮﻳﺲ‬Answer: .‫ ﻣﺎﮐﺎﻧﺶ ﺣﻴﺪﺧﻞ ﮐﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬،‫ﻟﻮ ﻣﺎﺟﺎﺑﺶ ﻣﺠﻤﻮع ﮐﻮﻳﺲ‬
If he hadn’t received a good score, he would be entering the College of Engineering.
.‫ﻣﺎﮐﺘﺒﺘﺶ اﻟﻮرﻗﺔ ﻷﻧﻲ ﮐﻨﺖ ﻧﺎﱘ‬ .‫ﺣﺘﻘﺪر ﺗﺮوح ﻋﺸﺎن ﻋﻤﻠﺖ واﺟﺒﺎﺗﻬﺎ‬
.‫أﻧﺎ ﺗﻘﺮﻳﺒ ًﺎ ﻣﺖ ﻋﺸﺎن ذاﮐﺮت ﻋﺮﺑﻲ ﮐﺘﻴﺮ‬ .‫ﻓﻬﻤﺖ ﻷﻧﻲ ﺑﺎﻋﺮف ﻋﺮﺑﻲ‬
.‫ﻣﺶ ﺣﺎﻗﻌﺪ ﻋﺸﺎن أﻧﺎ ﻣﺴﺘﻌﺠﻞ‬
If they were going to go to Syria, they would have told me.

If I didn’t like water I wouldn’t live near the gulf.
If they come before 10:00 p.m. we will all go together.
If I leave after 3:00 I will have to be in a hurry.
If I had left before 3:00 I wouldn’t have had to be in a hurry.
If I weren’t crazy, I wouldn’t study Arabic.
1. Conditionals
Both fuß˙a and colloquial have two kinds of conditional sentences, which may be referred to as ‘possible’ conditionals and
‘contrary to fact’ conditionals. With ‘possible’ conditionals, the speaker assumes that there is at least a chance that what he is
saying might happen. For example:
If you study hard, you will succeed

If Mahmoud arrives tomorrow, I’ll speak to him about this.
e implication here is that the speaker thinks that there is a chance the person might study hard, and therefore really might
succeed, and that there is a chance that Mahmoud may arrive tomorrow, and that therefore he’ll be able to speak to him.
‘Contrary to fact’ conditional sentences, in contrast, have the implication that the speaker thinks that what he is talking
about will not or cannot happen, and that therefore the results won’t happen either. e whole thing is hypothetical. For
example:
If I were king, I would free all the slaves in the land.

If you had arrived last night, Maryam wouldn’t have left.
e implication of these sentences is that the speaker realizes that he will never be king, and therefore never be in a position
to free all the slaves, and that in fact you did NOT arrive last night, and therefore Maryam did leave.
To understand Arabic conditionals, it is very important to keep a distinction in your mind between ‘possible’ conditionals and
‘contrary to fact’ conditionals.
Unfortunately, this distinction is marked somewhat differently in fuß˙a than it is in colloquial. In fuß˙a, the main distinction is
born by the conditional particle. ‫ إذا‬and ‫إن‬, usually followed by either a perfect or jussive verb, are used for possible conditions,
while ‫ﻟﻮ‬, followed by a perfect, is used for ‘contrary to fact’ conditions. For more details, see a fuß˙a grammar book.
In colloquial, things are a little more involved. Some speakers do maintain the distinction between ‫ إذا‬and ‫ إن‬on the one hand,
and ‫ ﻟﻮ‬on the other, but many do not. is means that from a learner’s point of view, any particular use of ‫إذا‬, ‫ إن‬or ‫ ﻟﻮ‬could be
either ‘possible’ OR ‘contrary to fact.’ e real distinction between the two types of sentences in colloquial, therefore, is not in
the word used to mean ‘if,’ but rather in the way the sentence is constructed after the ‘if.’
Conditional sentences always have two parts, the ‘if ’ clause, and the result clause. ere are (as always) additional details,
but the main distinction between ‘possible’ and ‘contrary to fact’ conditionals in colloquial is that ‘possible’ conditionals do not
have a form of the verb ‫ ﮐﺎن‬in the RESULT clause, while ‘contrary to fact’ conditionals always have a form of the verb ‫ ﮐﺎن‬in
the RESULT clause. Compare:
Possible:
.‫ إذا رﺣﺖ اﻟﺒﻴﺖ ﺣﺘﺸﻮف ﮐﺮﱘ ﻫﻨﺎك‬If you go home, you’ll see Karim there.
Contrary to Fact:
.‫ إذا رﺣﺖ اﻟﺒﻴﺖ ﮐﻨﺖ ﺷﻔﺖ ﮐﺮﱘ ﻫﻨﺎك‬If you had gone home, you would have seen Karim there.
e other details include the following:

(1) In ‘possible’ conditionals, the verb of the IF clause must either be past tense (even if the meaning is present tense or future),
or it must be preceded by a past tense form of the verb ‫ﮐﺎن‬. For example:
‫ ﺣﺎﻗﺪر أﺗﮑﻠﻢ‬،‫ إذا ﮐﺎﻧﺖ ﺑﺘﺪرس إﳒﻠﻴﺰي ﻓﻲ أﻣﺮﻳﮑﺎ‬If she is studying English in America, I’ll be able to speak
.‫ ﻣﻌﺎﻫﺎ ﳌﺎ ﺗﺮﺟﻊ‬with her when she returns.
.‫ ﺣﺘﻴﺠﻲ ﻣﻌﺎﻧﺎ اﳌﻄﻌﻢ‬،‫ إذا وﺻﻠﺖ ﺑﺪري‬If she arrives early, she’ll come to the restaurant with us.
.‫ وﻗﻮﻟﻠﻬﺎ ﺗﻴﺠﻲ اﳌﻄﻌﻢ ﻣﻌﺎﻧﺎ‬،‫ إذا ﮐﺎﻧﺖ ﺣﺘﻮﺻﻞ ﺑﺪري‬If she is going to arrive early, tell her to come to the
restaurant with us.
(2) Notice in the above examples of ‘possible’ conditionals that the IF clause is marked with a special tense (either with a form
of ‫ ﮐﺎن‬or with a past tense verb), but that the RESULT clause is left alone.
(3) In ‘contrary to fact’ conditionals, in which the RESULT clause is always marked with a form of ‫ﮐﺎن‬, the IF clause is
optionally marked with ‫ ﮐﺎن‬as well. For example:
.‫ ﻟﻮ أﺷﺮف ﺑﻴﺪرس إﳒﻠﻴﺰي ﮐﺎن ﻓﻬﻢ اﻟﻠﻲ أﻧﺎ ﻗﻠﺘﻪ‬If Ashraf were studying English, he would have under-
stood what I said to him.
.‫ ﮐﺎن ﻓﻬﻢ اﻟﻠﻲ أﻧﺎ ﻗﻠﺘﻪ‬،‫ ﻟﻮ ﮐﺎن أﺷﺮف ﺑﻴﺪرس إﳒﻠﻴﺰي‬If Ashraf were studying English, he would have under-
stood what I said to him.
Remember that the ‫ ﮐﺎن‬in the RESULT clause of ‘contrary to fact’ conditionals is obligatory, while the ‫ ﮐﺎن‬in the IF clause is
optional.
(4) Remember also that although some speakers use ‫ إذا‬and ‫ إن‬for ‘possible’ conditionals’ and ‫ ﻟﻮ‬for ‘contrary to fact’ conditionals,
as in the above examples, other speakers mix them seemingly randomly. You can substitute ‫ ﻟﻮ‬for ‫ إذا‬and ‫ إذا‬for ‫ ﻟﻮ‬in the above
examples with no change of meaning, since the meaning is carried by the use of ‫ﮐﺎن‬.
(5) In both English and Arabic, it is most common to leave the word ‘then’ out of an ‘if-then’ sentence: If you come at noon,
(then) you will be able to eat lunch with us. If you want to add the equivalent of ‘then’ to a ‘possible’ conditional, use the form
‫ﻳﺒﻘﻰ‬. is means something like ‘then it is true that’ or ‘then it must be true that’:
.‫ ﻳﺒﻘﻰ ﻣﺎدرﺳﺘﺶ اﳌﻮﺿﻮع ﮐﻮﻳﺲ‬،‫ إذا ﮐﺎن ده رأﻳﻚ‬If that is your opinion, then you didn’t study the matter
well.
‫ ﻳﺒﻘﻰ ﺣﺘﻌﺮف إﻧﻪ ﻣﺶ‬،‫ إذا ﺷﻔﺖ ﺷﺮﻳﻒ ﻓﻲ اﻟﺴﻮق‬If you see Sharif in the market, then you will know that
.‫ ﻋﻴﺎن اﻟﻨﻬﺎرده‬he is not sick today.
2. Here is the conjugation of a typical Form I Defective verb. Remember that Form I defective verbs have a variety of vowel
patterns and this is only one example

‫ﺣﻴﺒﻨﻲ‬ ‫ﺑﻴﺒﻨﻲ‬ ‫ﻳﺒﻨﻲ‬ ‫ﺑﻨﻰ‬ ‫ﻫﻮ‬
‫ﺣﺘﺒﻨﻲ‬ ‫ﺑﺘﺒﻨﻲ‬ ‫ﺗﺒﻨﻲ‬ ‫ﺑﻨﺖ‬ ‫ﻫﻲ‬
‫اﺑﻨﻲ‬ ‫ﺣﺘﺒﻨﻲ‬ ‫ﺑﺘﺒﻨﻲ‬ ‫ﺗﺒﻨﻲ‬ ‫ﺑﻨﻴﺖ‬ ‫اﻧﺖ‬
‫اﺑﻨﻲ‬ ‫ﺣﺘﺒﻨﻲ‬ ‫ﺑﺘﺒﻨﻲ‬ ‫ﺗﺒﻨﻲ‬ ‫ﺑﻨﻴﺘﻲ‬ ‫اﻧﺖ‬
ِ
‫ﺣﺎﺑﻨﻲ‬ ‫ﺑﺎﺑﻨﻲ‬ ‫اﺑﻨﻲ‬ ‫ﺑﻨﻴﺖ‬ ‫أﻧﺎ‬
‫ﺣﻴﺒﻨﻮا‬ ‫ﺑﻴﺒﻨﻮا‬ ‫ﻳﺒﻨﻮا‬ ‫ﺑﻨﻮا‬ ‫ﻫﻢ‬

‫اﺑﻨﻮا‬ ‫ﺣﺘﺒﻨﻮا‬ ‫ﺑﺘﺒﻨﻮا‬ ‫ﺗﺒﻨﻮا‬ ‫ﺑﻨﻴﺘﻮا‬ ‫اﻧﺘﻮ‬
‫ﺣﻨﺒﻨﻲ‬ ‫ﺑﻨﺒﻨﻲ‬ ‫ﻧﺒﻨﻲ‬ ‫ﺑﻨﻴﻨﺎ‬ ‫اﺣﻨﺎ‬

˙ayibni biyibni yibni bana huwwa
˙atibni bitibni tibni banit hiyya
ibni ˙atibni bitibni tibni baneet inta
ibni ˙atibni bitibni tibni baneeti inti
˙abni babni abni baneet ana
˙ayibnu biyibnu yibnu banu humma

ibnu ˙atibnu bitibnu yibnu baneetu intu
˙anibni binibni nibni baneena i˙na
Verbal Noun ‫ﺑﻨﺎء‬ binaa’

Active Participle ‫ﺑﺎﻧﻲ‬ baani

Diccionario Egyptian Arabic

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Diccionario Egyptian Arabic

Caricato da

Copyright:

Formati disponibili

Egyptian Arabic Lesson 1

‫اﻫﻼ ﺑﻴﻚ‬ hello, welcome to you (to m.) ’ahlan biik

‫اﻫﻼ ﺑﻴﮑﻲ‬ hello, welcome to you (to f.) ’ahlan biiki

‫اﻟﺴﻼم ﻋﻠﻴﮑﻢ‬ hello, goodbye issalaamu caleekum

‫وﻋﻠﻴﮑﻢ اﻟﺴﻼم‬ hello, goodbye (response) wicaleekum issalaam

‫اﺗﺸﺮﻓﻨﺎ‬ pleased to meet you; honored itšarrafna

‫اﺗﻨﲔ‬ two itneen ‫اﻧﺖ‬

‫ﺗﻼﺗﺔ‬ three talaata ِ

‫أرﺑﻌﺔ‬ four ’arbaca ‫ ﻫﻮ‬he huwwa

‫ﺧﻤﺴﺔ‬ five xamsa ‫ ﻫﻲ‬she hiyya

‫اﻟﻘﺎﻫﺮة‬ Cairo il-qaahira ‫اﺳﻤﻚ‬

‫اﺳﮑﻨﺪرﻳﺔ‬ Alexandria iskandariyya ِ

‫ﻟﺒﻨﺎن‬ Lebanon lubnaan ‫ اﺳﻤﻪ‬his name ismu

‫اﻣﺮﻳﮑﺎ‬ America ’amriika ‫ اﺳﻤﻬﺎ‬her name ismáha

‫ﻟﻴﻪ؟‬ why? leeh (‫ ﻃﺎﻟﺐ )ﻃﺎﻟﺒﺔ‬student (m/f ) †aalib (†aaliba)

‫ﻣﻦ‬ from min (‫ أﺳﺘﺎذ )أﺳﺘﺎذة‬professor (m/f ) ’ustaaz (’ustaaza)

‫ﻣﻨﲔ؟‬ from where? mineen (‫ ﺣﻀﺮﺗَﻚ )ﺣﻀﺮ ِﺗﻚ‬your presence; ˙a∂ritak

‫و‬ and wi- you (formal-m/f ) (˙a∂ritik)

(‫ﻻ )ﻻء‬ no (variant) la (la’a) (‫ اﻓﺘﺢ )اﻓﺘﺤﻲ‬open! (m/f ) ifta˙ (ifta˙i)

‫أﻳﻮه‬ yes ’aywa (‫ اﻗﻔﻞ )اﻗﻔﻠﻲ‬close! (m/f ) i’fil (i’fili)

‫ﻣﺶ‬ not miš

2. Translate the following dialogue and answer the questions.

Fuß˙a: ‫اﻟﻔﺼﺤﻰ‬ aamiyya: ‫اﻟﻌﺎﻣﻴﺔ‬

2. Fuß˙a listening online.

’inta wi-huwwa Ø min beruut

3.e Definite Article

‫ﺻﺒﺎح اﻟﻨﻮر‬ good morning (response) ßabaa˙ innuur

‫ﻣﺴﺎء اﳋﻴﺮ‬ good evening masaa’ ilxeer

Places and Place Nouns Numbers

‫ﺑﻴﺮوت‬ Beirut beruut ‫ﺳﺘﺔ‬ six sitta

‫ﺷﺎرع ﺷﻮارع‬ street (s/pl) šaari šawaari

‫ﻣﺪﻳﻨﺔ ﻣﺪن‬ city (s/pl) madiina mudun ‫ﲤﺎﻧﻴﺔ‬ eight tamanya

‫وﻻﻳﺔ وﻻﻳﺎت‬ state (s/pl) wilaaya wilayaat ‫ﺗﺴﻌﺔ‬ nine tisca

‫ﻋﺎﺻﻤﺔ ﻋﻮاﺻﻢ‬ capital (s/pl) aaßima cawaaßim

‫ﺑﻠﺪ ﺑﻼد‬ country (s/pl) balad bilaad

Other words Expression

(‫ﮐﻮﻳﺲ )ﮐﻮﻳﺴﺔ‬ good (m/f ) kuwayyis (kuwayyisa)

(‫ﺣﻠﻮ )ﺣﻠﻮة‬ nice, pretty (m/f ) ˙ilu (˙ilwa)

‫ﻗﻮي‬ very ’awi

2. Fuß˙a listening online.

huwwa Ø min beruut. (prepositional phrase)

hiyya Ø Jane. (noun)

John Ø kuwayyis. (adjective/m)

Linda Ø kuwayyisa. (adjective/f )

2. Forming a Question with Equational Sentences

3. Negation of Equational Sentences

huwwa miš min beruut.

’inti miš Jane.

’ana miš kuwayyis.

‫ﮐﺮاﺳﺎت‬ ّ ‫ﮐﺮاﺳﺔ‬ ّ notebook (thin) kurraasa kurraasaat Prepositions

(‫)ﮐﺮارﻳﺲ‬ (alternate plural) (karariis) (‫ﻋﻠﻰ )ع‬ on ala (ca)

‫ﮐﺸﮑﻮل ﮐﺸﺎﮐﻴﻞ‬ notebook (thick) kaškuul kašakiil ‫ﲢﺖ‬ under ta˙t

‫ﺷ ّﺒﺎك ﺷﺒﺎﺑﻴﻚ‬ window šubbaak šababiik ‫ﻗﺪام‬ in front of ’uddaam

‫ﺷﺮﻳﻂ ﺷﺮاﻳﻂ‬ tape šarii† šaraayi† ‫ورا‬ behind wara

‫ﮐﺘﺎب ﮐﺘﺐ‬ book kitaab kutub (‫ﺟﻨﺐ )ﺟﻤﺐ‬ beside gamb

‫ﺟﺎﻣﻌﺔ ﺟﺎﻣﻌﺎت‬ university gamca gamcaat

‫ ﻓﻴﻪ‬there is, there are fiih

‫ﻣﺎﻓﻴﺶ‬ this is/are not mafiiš

‫ﮐﻤﺎن‬ also kamaan

(‫اﻗﺮا )اﻗﺮي‬ read! (to m/f ) i’ra (i’ri)

3. Translate the following sentences into Arabic.

4. Translate the following sentences into English.

‫ ﻫﺬا ﻫﺬه‬haaða/haaðihi ‫ده دي‬ da di

‫˙ َﺣﻘﻴﺒﺔ‬aqiiba ‫ﺷﻨﻄﺔ‬ šan†a