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Documenti di Professioni
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Arabic
FA L S E B E
and GIN
S
NER
NE
European
BEGIN
by Dominique HALBOUT
and Jean-Jacques SCHMIDT
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII
How to use this Arabic course . . . . . . . . . . . . . . . . . . . . . . . . . . . IX
Writing and pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XI
The Arabic alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XII
Lessons 1 to 77 Page
1.....................ب َ َك َتHe wrote. . . . . . . . . . . . . . . . . 1
ِ
2 . . . . . . . . . . . . . . . . . . .ب ُ َأ ْل َكاتThe writer. . . . . . . . . . . . . . . . 7
3 . . . . . . . . . . . . . . . . . . . . . ُ َأ ْل َو َلدThe child.. . . . . . . . . . . . . . . 13
4 . . . . . . . . . . . . . . . . . . . لر ُج ُل َ
َّ أThe man. . . . . . . . . . . . . . . . 19
5.................ت ِ ِفي ْلبيIn the house . . . . . . . . . . . . . 25
َْ
6 . . . . . . . . . . . . . . . . . . . . ُ َأ ْل َوالِدThe father. . . . . . . . . . . . . . . 29
V VI
61. . . . . . . . . . يب ِ ِلطب َّ ِفي ِع َيا َد ِةAt the doctorʼs office .. . . . 505
62. . . . . . . . . . . . . . . . ور ٌ زَ ْو ٌج َغ ُيA jealous husband. . . . . . . .511
63. . . . . . . . . . . . . . . . . . اج َع ٌة َ ُم َرReview. . . . . . . . . . . . . . . . 519
64. . . . . . . . . . لش ْر َط ِة ُّ ِفي َم ْر َك ِزAt the police station. . . . . . 531
65. . . . . . . . . . . . . .ف ِ ِفي ْلمص ِرAt the bank. . . . . . . . . . . . . 539
ْ َ
66. . . . . . . . . . . . . . . . او َم ُة َ َأ ْل ُم َسBargaining . . . . . . . . . . . . . 547
67. . . . . . . ل ُل ْب َنانِ ان ِفي َج َب ِ اعيِ
َ َرTwo shepherds in the
mountains of Lebanon. . . . 555
VII VIII
Before starting the lessons, make sure you read the introduction,
even if you’re not a beginner.
َ َ َكت1
logical structure you will come to appreciate more and more. Let’s
begin!
Kataba
He wrote
Reminder
The first line gives the transliterated pronunciation; the second,
the literal word-for-word translation; and the third, the translation
into everyday English. In the word-for-word translation, the words
connected by hyphens constitute a single word in the Arabic text.
In the everyday English translation, words added in English that
aren’t in the Arabic are shown in square brackets.
• When speaking, the a of the definite article al- the runs together
Pronunciation notes with the last vowel of the word before it. This is shown by
putting the a in parentheses and using the symbol ‿ to indicate
1 • Pronounce the aa in kaa like the a in as rather than the a in father. that the sounds are joined. However, note that in written Arabic
Lengthen the syllable, drawing out the double aa: (a)l-kaatibu. it is simply written al-.
Notes pronoun (e.g. I, you, he, she, we, they) is needed. Here, the verb
① kataba َبَ َكت: [he] wrote. In Arabic, the verb is generally form indicates he.
placed at the beginning of the sentence, before the subject. ② al- ا ْلـis the definite article the. It is attached to the noun it
The verb itself indicates who is doing the action, so no subject precedes. We’ll come back to this in the next lesson.
1 1 waahid ithnaan 22
1 Your first two Arabic words pronounced much as they are in English. Each of these consonants 1
kataba ... َبَ َكت [he] wrote is followed by the short vowel a. How do we know this? Because
ِ the consonants are topped with the symbol –َ (the bottom line here
... (a)l-kaatibu ُ ا ْلكَات
ب the writer indicates a letter). Short vowels in Arabic are conveyed by vowel
marks placed above or below a letter. This vowel mark indicates
the a sound in as.
Transliteration
To help you begin to decipher Arabic script, in each lesson (until you Another difference with English is that each of the letters in Arabic
are able to read Arabic without transliterations) the transliteration has a different form depending on where it appears in a word: when
of the Arabic lesson text into Latin letters is provided. To make it it is on its own (independent), at the beginning of a word (initial),
easier to distinguish which letters correspond, alternating colours in the middle (medial), or at the end (final). You will be learning
are used: black Latin letters correspond to black Arabic letters, and these different forms gradually. For the moment, just learn the ones
blue Latin letters to blue Arabic letters. indicated in blue, which you saw in this lesson:
In the transliteration, each syllable is written as it sounds in Final Medial Initial Independent Transliteration Name
English, with the short vowels (that is, the vowels that are generally
not written in Arabic) shown in small letters to the right of the Latin یکا یك کا ك/ک k َاف
ْ ك kaaf
consonant: for example, Ka. However, although each syllable
reads from left to right, the order of the syllables follows the Arabic یتا یت تا ت t تَاء taa’
direction of writing, from right to left.
یبا یب با ب b َباء baa’
←
)Direction of writing) Note that the letters b and t have exactly the same form; the only
3 3 thalaatha arbaca 4 4
1 ِ
Then, try writing the word (repeat it several times): This first lesson has no exercises in order to allow you to ease into 1
بُ ا ْلكَاتal-kaaatibu. the language. Finish by listening to the recording of the first Arabic
sentence you have learned and repeating it aloud several times. Start
by reading the two words separately, and then try to link the final a
Finally, write the two words that make up the sentence: of kataba with that of al- so it is prounced like ‘katabalkaatibu’.
ِ
ُ َب ا ْلكَات
ب َ َكت kataba al-kaaatibu Reading for the second wave
kataba (a)l-kaatibu Here is the same text as in the lesson, but without the short vowel
Recap marks. If you like, you can take a quick look at this now, but we
don’t expect you to be able to read it until the ‘second wave’, or
• Consonants active phase, of the book. More on this later.
In Arabic, the third-person masculine singular past tense of the verb
(e.g. kataba [he] wrote), constitutes the root of the verb. The letters كتب
in the root (e.g. kataba) are also used in the various forms derived
from it (conjugated verb forms, nouns, adjectives and so on). You كتب الكاتب ١
can imagine the rich vocabulary generated by a single Arabic
root. Using three (or occasionally four or five) consonants, a large
number of words can be made simply by modifying the pattern or
structure of the word. This is called the root and pattern system and
it underlies Arabic grammar. We will see how this works in more ***
detail later on, but for now, just note that the three consonants in a
root word permit us to recognize related words in that family.
Arabic script, with its elegant curves, is said to be inspired by the
• Vowels traces left by camels in the desert sands. It is true that in pre-Islamic
Arabic has only three vowels: a, i and u. These can be either short times, the camel was perhaps the quintessential feature of Bedouin
life. It was a constant point of reference, whether for the sounds of
or long; a long vowel is roughly twice the length of a short vowel.
the Arabic language or for many everyday words, as you will see in
We have transliterated the short vowels in English by a single a, i or
the course of the lessons.
u. Long vowels are shown as aa, ii or uu. In Arabic, when a vowel
is short, it is not written as an independent letter, but is represented The Arabic script, derived from Nabataean (the language of the
by a vowel mark: Nabataeans of Northern Arabia), originated around 200 CE and
• a slanted line above a letter: –َ ِ = a reached its definitive form by the 700s CE. The first version of
• a slanted line beneath a letter: – = i Arabic script was called Kufic (named after the Iraqi city
• a small loop above a letter –ُ = u
Kufa ) َأ ْلكُو َفةand had very angular letters. This script was
followed by naskhi َسخي
ِ ن, which is smoother and more rounded.
A small circle above a letter ْ (called sukuun) indicates that it is not ْ
followed by a vowel sound. More on this later.
You have just completed a major first step in Arabic! This
The long vowel aa اis written with a vertical stroke called alif. sentence has given you a first glimpse into what is a fascinating
ِ language with a logical structure. Hopefully it has made you
ُ ا ْلكَاتcontains all these elements.
The word (a)l-kaatibu ب keen to discover more!
5 5 khamsa sitta 6 6
In this set of lessons, we’ll continue to omit the pronunciation of grammatical rules by pronouncing the endings of words, carry
a good number of final vowels, along with the taa’ marbuuta, on for the moment. Don’t worry, transitioning from scholarly
while retaining certain endings that illustrate recently learned Arabic to everyday speech will be easy enough whenever you’re
grammatical concepts. However, if you find it easier to remember ready!
50 Fiftieth lesson
(ad-darsu al-khamsuuna)
َ َأ َّلد ْر ُس ا ْل َخ ْم ُس٥ ٠
ون
Imra’atun mustacjilatun ِ إِ ْم َر َأ ٌة ُم ْس َت ْع
ج َل ٌة
A woman in a hurry
1 Intazarat ① Yaasmiinatun dawrahaa اس ِمينَ ٌة َد ْو َر َها ُمدَّ ًة َط ِوي َل ًةْ إِ ْن َت َظ َر ْت َي١
muddatan tawiilatan. ِ لشب ِ
Yasmina waited for her turn a long time (a-time[acc.]
a-long[acc.]).
اك َو َأ ْر َس َل ْت َط ْر ًدا َّ ُّ َأخ ًيرا َو َص َل ْت إِ َلى ا٢
2 Akhiiran, wasalat ilaa ash-shubbaaki wa ار ِجِ إِ َلى ا ْل َخ
arsalat ② tardan ilaa al-khaariji.
Finally, she reached the window and sent a package
overseas (to the-exterior). ُث َّم َأ َرا َد ْت إِ ْر َس َال ِر َسا َل ٍة ُم َس َّج َل ٍة٣
3 Thumma araadat ③ irsaala risaalatin is essentially causative (making something happen): here to
musajjalatin send, to expedite. The masdar of this form is constructed like
Then she wanted to send (the-sending-of) a registered letter, irsaal إِ ْر َسالthe sending of (iRSaaL), which appears in line 3.
We see the same thing in line 8: awqafa, yuuqifu
ِ ِ
Notes ف َ َأ ْوقto stop, Form IV of waqafa, yaqifu ف
ُ ُيوق،َف ُ َيق،َف
َ َوقto
① intazara-t ت ْ إِ ْن َت َظ َرshe waited is Form VIII of the verb be stopped, to stop (oneself). Note the unusual way of writing
nazara, yanzuru (ilaa) َينْظ ُُر إِ َلى،ظ َرَ َنto look at. This form this verb that begins with a waaw: in the present, the -u of the
is characterized by adding the prefix i- (or ya- in the present/ first syllable is prolonged by a waaw, where one might expect
future tense) and inserting -ta- after the first consonant: a waaw topped by a sukuun. Don’t concern yourself at the
iNtaZaRa in the past and yaNtaZiRu in the present/future. moment with this writing detail; just memorize the present
Form VIII can be a reflexive form of Form I, or it can express form of the verb as it is; it will serve as a model for other verbs
an effort by the subject to accomplish an action for his or her of this type (that is, those with an initial waaw).
own benefit, which is the case here: looking at something with ③ Concerning araada-t ت ْ َأ َرا َدshe wanted, in line 3, this is
a purpose is to be in wait for something, hence to wait. an irregular Form IV verb, whose present/future tense you
② arsala-t تْ َأ ْر َس َلshe sent. This is Form IV of the unused root already know: uriidu يد
ِ ُ ُأ ِرI want, turiidu تُ ِر ُيدyou want, she
rasala (from which we get risaalat ِر َسا َلةletter). This form wants, yuriidu يدُ يُرhe wants, etc. We’ll analyze this later on.
But we suggest that you learn the conjugation now, because
ِ
is characterized by the addition of the prefix a- (or yu- in
the present/future): arsala, yursilu ُي ْرس ُل، َأ ْر َس َل. Form IV you’ll be using it a lot.
ِ َت ي
و َجدَ ْت َن ْف َس َها َم َّر ًة... َ اسمينَ ٌة ُم ْس َت ْع ِج َل ًةْ َ ْ كَان٥
but for that she had to go (it-was upon-her that she-go)
to another window.
5 Kaanat Yaasmiinatun mustacjilatan ... يل ٍ ُأ ْخ َرى َأ َما َم َطا ُب
ٍ ور َط ِو
wajadat nafsahaa, marratan ukhraa,
amaama taabuurin tawiilin
Yasmina was in a hurry ... she found herself, once
:ف فِي ُم َقِدّ َمتِ ِه ٍ َف َقا َل ْت لِرج ٍل و ِاق٦
َ ُ َ
again, facing a long line,
– ِم ْن َف ْض ِل َك َيا َس ّيِ ِدي! َأنَا ُم ْس َت ْع ِج َل ٌة ِجدّ ًا ٧
6 fa-qaalat li-rajulin waaqifin fii muqaddimatihi:
and she said to a man who was in the front [of the line]
(to-a-man standing in its-front):
!وف فِ ِيه ُ ُوع َأ ْل ُو ُق ٍ ِ ِ
ٌ َأ ْو َق ْف ُت َس ّيَا َرتي في َمكَان َم ْمن٨
7 – Min fadlika, yaa sayyidii! Anaa mustacjilatun ! َت َف َّض ِلي! ُخ ِذي َمكَانِي...!– َلدَ َّي ا ْل َو ْق ُت ٩
jiddan:
If you please, sir! I’m in a big hurry (I rushed very):
8 awqaftu sayyaaratii fii makaanin
typically used in dependent clauses (e.g. starting with ‘that’)
mamnuucun al-wuquufu fiihi!
to express a wish, possibility, opinion, or something that has
I left (stopped) my car in a no-parking zone (a-place
not yet occurred. In Arabic, the structure calaa + pronoun +
forbidden the-stopping in-it)!
an is followed by a verb in the subjunctive. The subjunctive
9 – Ladayya ⑤ al-waqtu! ... Tafaddalii ⑥! ... tadhhaba ب َ ت َْذ َهthat she go is distinguished from the present
Khudhii makaanii!
I have time (To-me the-time)! ... Please! ... Take my place!
tense tadhhabu ب ُ ت َْذ َهshe goes simply by the final vowel a.
This goes for all the forms from I to X, so the subjunctive isn’t
difficult to construct. In Arabic, the most important thing to
remember when conjugating verbs is the vowel patterns. For
Notes every verb you encounter, repeat the past, the present and the
④ kaana calayhaa an tadhhaba ilaa shubbaakin aakhara subjunctive of the third-person singular to help you remember
ٍ َان َع َليها َأ ْن ت َْذهب إِ َلى ُشب
َ اك
آخ َر َّ َ َ َ ْ َ كshe had to go to another the different forms.
window (‘it-was upon-her that she-go …’). This is a way of ⑤ ladayya = ladaa + -ii ي+ َلدَ ىwith me, to me, like calayya
expressing obligation that uses the subjunctive in the verb after َعل ََّيon me; ladaa is a preposition with a similar meaning to
cinda; both are used quite frequently.
‘that’. (To avoid the subjunctive, one could say kaana laa budda
lahaa min-a adh-dhahaabi اب ِ ال بُ َّد َل َها ِم َن الذَّ َه
َ َ‘ َكانthere was ⑥ When addressing a male, Tafaddal! !ضل َّ َت َفIf you please;
no choice for her [other than] going’. The subjunctive is a mood when addressing a female, Tafaddalii!
421 421 arbacmi’a wa waahid wa cishruun arbacmi’a wa ithnaan wa cishruun 422 422
50 10 Walakin, fii al-mustaqbali, utrukii
sayyaarataki fii al-kaaraaj! *
َك فِي
ِ ُأتْر ِكي سيارت، فِي ؐا ْلمس َت ْقب ِل، و َل ِكن١٠
َ َّ َ ُ َ ْ ُ ْ َ 50
!االول – ترجم
ّ التمرين ِم ْن،لص ِغ ِير إِ َلى ا ْل َخ ِار ِج ِ ِ ❼ كَم ِٕلرس
َّ ال َه َذا ال َّط ْرد ا َ ْ ْ
At-tamriinu al-awwalu – Tarjim! ف َْض ِل َك؟
َان اؐلَّ ِذي ُه َو
ِ ❶ الَ ُا ِريدُ َأ ْن َأتْر َك سيارتِي فِي َه َذا ا ْلمك
َ َ َّ َ ُ
Kam li-irsaali hadhaa (a)t-tardi (a)s-saghiir(i) ilaa (a)l-khaarij(i),
ٍ َاس
ب َل َها ِ َغير من min fadlik(a)?
ُ ُْ ِ
Laa uriidu an atruka sayyaaratii fii hadhaa (a)l-makaani (a)lladhii * munaasib ُم َناسبappropriate, suitable (from the same root as
munaasabat اس َبة
َ َ ُمنcorrelation, occasion, lesson 36).
huwa ghayru munaasibin* lahaa.
ِ لش
ار ِع ِ وس
َّ ط ا
❷ We waited our turn, once more, in a long line/queue. ❸ The
َ َ two women were in a hurry and they stopped their car (of the two
of them) in the middle of the street. ❹ We wanted to send (the-
Kaanat-i (a)l-mar’ataani mustacjilatayni fa-awqafataa sending-of) registered letters. ❺ We absolutely must go (No choice
sayyaaratahumaa fii wasati (a)sh-shaaric(i). for-us except the-going-to) to another window. ❻ Why do we
❹ َأ َر ْدنَا إِ ْر َس َال َر َس ِائ َل ُم َس َّج َل ٍة have to wait (Why upon-us that we-stand) so long in front of the
windows? ❼ How much is it to send (the-sending-of) this small
Aradnaa irsaala rasaa’ila musajjala(tin). package abroad, please?
ٍ اب إِ َلى ُشب
َ اك
آخ َر َّ ال ُبدَّ َلنَا ِم َن ا
ِ لذ َه َ ❺
َّ
Laa budda lanaa min-a (a)dh-dhahaabi ilaa shubbaakin aakhara.
ِ ِلشباب َ ❻ لِ َما َذا َع َل ْينَا َأ ْن ن َِق
يك؟ َ َّ ف ُمدَّ ًة َط ِوي َل ًة َأ َما َم ا
Limaadhaa calaynaa an naqifa muddatan tawiila(tan) amaama
(a)sh-shabaabiik(i)?
إِ ْم َر َأ ٌة ُم ْس َت ْع ِج َل ٌة
423 423 arbacmi’a wa thalaatha wa cishruun arbacmi’a wa arbaca wa cishruun 424 424
51 Reading for the second wave : فقالت لرجل واقف في مقدّ مته٦ 51
إمرأة مستعجلة من فضلك يا س ّيدي! أنا مستعجلة جدّ ا- ٧
! أوقفت س ّيارتي في مكان ممنوع ألوقوف فيه٨
إنتظرت ياسمينة دورها مدّ ة طويلة١
!تفضلي! خذي مكاني...ّ لدي الوقت
ّ -٩
لش ّباك وأرسلت طردا إلى الخارج ّ أخيرا وصلت إلى ا٢
! أتركي س ّيارتك في الكاراج، في المستقبل، ولكن١٠
مسجلة
ّ ثم أرادت إرسال رسالة٣
ّ
ولكن لذلك كان عليها أن تذهب إلى ش ّباك آخر٤
The courteous man who gave up his place in line to the
مرة أخرى أمام
ّ وجدت نفسها... كانت ياسمينة مستعجلة٥ protagonist of this lesson could have used this expression,
طابور طويل which is very common throughout the Arab world:
َّ إِ َّن ا ّٰلل َه َم َع ا
لصابِ ِري َن
Second wave: 1st lesson Inna Allaha maca as-saabiriina.
(see ‘How to use this Arabic course’ p. IX of the Introduction and (Indeed) God is with those who are patient.
the text at the end of lesson 49)
ِ َأ َّلدرس َأ ْلح٥ ١
َ ادي وا ْل َخ ْم ُس
ون
51 Fifty-first lesson (ad-darsu
al-haadii wa al-khamsuuna) َ ُ ْ
Fii maktabi al-bariidi al-kabiiri
In the main post office
1 Fii al-yawmi at-taalii, tacuudu Yaasmiinatun
ilaa maktabi al-bariidi
ِ اس ِمينَ ٌة إِ َلى َم ْكت
َب ِ ِ
ْ َت ُعو ُد َي، في ا ْل َي ْو ِم التَّالي١
On the following day, Yasmina returns to the post office ِ ا ْلب ِر
يد
2 mashyan calaa al-aqdaami ① hadhihi al-
َ
َه ِذ ِه ا ْل َم َّرة، َم ْش ًيا َع َلى ا ْلَ ْقدَ ا ِم٢
marrati.
going on foot this time (acc.).
َ
Notes
َ ْ َم ْش ًيا َع َلى اwalking on the
① mashyan calaa al-aqdaami ِ ل ْقدَ ام case here to show the manner in which it is done, giving it an
feet. The alaa al-aqdaami is redundant, but is commonly
c adverbial sense.
used. The word mashyun َم ْشيwalking, is in the accusative
ٌ
425 425 arbacmi’a wa khamsa wa cishruun arbacmi’a wa sitta wa cishruun 426 426
77 Reading for the second wave لتناول حقنة ( إبرة)؟، قريبا من هنا، هل هناك مستوصف٦ 77
أل ّطوارئ / ترفض س ّيارتي اإلنطالق... البدّ من دعوة س ّيارة نجدة٧
ال تريد س ّيارتي أن تنطلق
هل يمكن دعوة ال ّطبيب؟،أجد نفسي في حالة س ّيئة جدّ ا ١
لشرطة ّ البدّ من إخطار ا... كان هناك حادث س ّيارة٨
بتقزز
ّ أحس ّ ... أنا محموم ٢
!لشرطةّ ؛ إتّصلوا ب ا...تعرضت العتداء (لهجوم) قبل قليل ّ ٩
!)أدخلني المستشفى ( العيادة ٣
ال بدّ من إخالء المكان بسرعة فهناك إنذار ب انفجار قنبلة١ ٠
ّ ... توجعني األسنان
علي أن أزور طبيبا لألسنان ليخلع ٤
! ألغوث! ألغوث! أنا في خطر١١
منّي ضرسا
علي أن أشتري دواء بشكل عاجل ّ أين صيدل ّية الخفارة؟٥ Second wave: 27th lesson
Ayyuhaa al-mutacallimu as-sabuuru! ِ َت ْفتَح َل َك ال ُّل َغ ُة ا ْلعربِي ُة َأبواب َعا َل ٍم س١
اح ٍر
Oh, patient student! َ َ َ ْ َّ َ َ ُ
ابٍ ََّجذ
1 Taftahu laka al-lughatu al-carabiyyatu
ِ س ا ْلو ْق ِ ِ وهو ب ِعيدٌ و َق ِر٢
abwaaba caalamin saahirin jadhdhaabin
The Arabic language will open (to-you) the door(s) to a
ت َ ِ يب من َْك في َن ْف ٌ َ َ َ ُ َ
،ل ْسال َِم ُّي بِ ُم ْع َظ ِم ِه
ِ ا، َه َذا ا ْل َعا َل ُم ا ْل َع َربِ ُّي٣
fascinating and attractive world,
627 627 sittmi’a wa sabca wa cishruun sittmi’a wa thamaaniya wa cishruun 628 628
ٍ َع َلى الر ْغ ِم ِمن ك ّ ُِل ما ي ْظهر فِ ِيه ِمن إِ ْختِال
َف ٤
77 4 ْ َُ َ َ ْ 77
calaa ar-raghmi min kulli maa yazharu
fiihi min ikhtilaafin bashariyyin wa َّ
jughraafiiyyin wa hadaariyyin. ار ٍّي ِ
ِ َب َش ِر ٍي وج ْغراف ٍي وح َض
in spite of (on the-spite of) all the (what appears in-it of) َ َ ّ َ ُ َ ّ
human, geographical and cultural differences.
ِ يخ وح َضار ِة ِ َّ إِ َّن ُه ت ََأ َّثر فِي ا
5 Innahu ta’aththara* fii ash-sharqi bi- آس َيا َ َ َ ِ لش ْرق بِت َْأ ِر َ ٥
ta’riikhi wa hadaarati Aasiyaa
(Indeed-) it was influenced in the East by the history and ِ ُوب ا ْل َب ْح ِر ا ْلَ ْب َي
ض ِ ب فِي َجن ِ ك ََما َت َط َّو َر فِي ا ْل َغ ْر ٦
civilization of Asia,
ط ِ ا ْلمتَوِس
6 kamaa tatawwara fii al-gharbi fii januubi al- ّ َ ُ
Bahri al-Abyadi al-Mutawassiti,
just as it developed in the West, (in) south of the اتٌ ال َق َ َحتَّى َص َار َق ِري ًبا ِمنَّا َو َقا َم ْت َب ْينَنَا َع ٧
Mediterranean Sea (the-sea the-white the-middle), ٍ َأ َخ ِو َّي ٌة ُم ْث ِم َر ٌة ُمن ُْذ َز َم ٍن َط ِو
يل
ِ ف ُي ْم ِكن َُك ِق َرا َء ُة َش ْي ٍء ِم ْن ِش ْع ِر ا ْل َع َر
7 hattaa saara qariiban minnaa wa qaamat
baynanaa calaaqaatun akhawiyyatun ب َق ْب َل َ َس ْو ٨
muthmiratun mundhu zamanin tawiilin.
to the point [that] it became close to ours (us), establishing ال ِم َ ل ْس ِ ا
يم ِة َو ِم َن ِ ِ لستِ َفاد ُة ِمن النُّص
(and it-brought-about) between us brotherly and fruitful
relations since long ago (a-time long).
َ وص ال َقد ُ َ َ ْ ِ ْ َو ا ٩
8 Sawfa yumkinuka qiraa’atu shay’in min
لح َك ِم ِ ا
shicri al-cArabi qabla al-islaami
ِ ات ُشعر ِاء ا ْل ُقر ِ ال و َأبي
َ ْ َ ِ أل ْم َث
َ َو ا
You could read a bit (It-will be-possible-for-you the-
reading-of a-thing) of the poetry of the Arabs before Islam ون ا ْل ُو ْس َطى ُ ََ ١٠
9 wa al-istifaadatu min-a an-nusuusi al-
qadiimati wa min-a al-hikami
and profit (the-profiting) from these ancient texts and
(from) the wisdom,
10 wa al-amthaali wa abyaati shucaraa’i al-
quruuni al-wustaa,
as well as (and) the proverbs and verses of the poets of the * ta’aththara ت ََأ َّث َرis a Form V verb in the active voice, but translates
Middle Ages (the-centuries the-middle). into English as the passive to be affected by, to be influenced by.
631 631 sittmi’a wa waahid wa thalaathuun sittmi’a wa ithnaan wa thalaathuun 632 632
77 Hikaayat حكَا َية
ِ ʻWhat would the Prince like to begin with (With-which thing 77
ِ َان آ ْلمتَوِك ُّل َقدْ َأ ْل َزم ِإبن آ
ِ لس ِكّي likes the prince that we-begin)?ʼ
ت ّ َ ْ َ َ ُ َ ك And Muctazz answered: ʻWith leaving (the-leaving)!ʼ
ِ
يب َو َلد ِه آ ْل ُم ْعت ّ َِز بِ ا َّل ِه ِ
َ َت ْأد * Al-Mutawakkil is one of five Abbasid Caliphs who, leaving
ِ َ
: َال َل ُه َ س ع ْن َد ُه ق َ َف َل َّما َجل
Baghdad because of political troubles, established their capital in
ِ ِ
َ «بِ َأ ِّي َشيء يُحب آ ٍ Samarra (around 130 kilometres north of Baghdad) between 836
»ألم ُير َأنْ َن ْب َد َأ؟ ُّ
ِ «بِ ا ْلن ِصر:َال ا ْل ْمعتز
and 886. There they established a flourishing city, with magnificent
»!اف ُّ َ ْ ُ َ َفق
mosques and palaces. The Great Mosque of Mutawakkil was the
َ ْ largest in the Muslim world. It was surrounded by a double wall and
Kaana al-Mutawakkilu* qad alzama Ibna as-Sikkiiti ornamented with a unique spiral minaret inspired by the ziggurat
ta’diiba waladihi al-Muctazzi bi-Allahi. (a pyramid-shaped tower built in tiers in ancient Mesopotamia,
Fa-lammaa jalasa cindahu qaala lahu: serving a double function as a temple and an observation post).
ʻBi-ayyi shay’in yuhibbu al-amiiru an nabda’a?ʼ
Fa-qaala al-Muctazzu: ʻBi-al-insiraafi**!ʼ
** insiraaf has the double meaning of declension (in the grammatical
Al-Mutawakkil had entrusted Ibn as-Sikkiit (Son of Silence)
sense) and departure, leaving: from the verb insarafa, yansarifu VII
َ إِ ْن َص َرto leave (lesson 66) and also to decline (a word).
ُ َينْ َص ِر،ف
with the education of his son al-Muctazz Billah.
Well, when [Ibn as-Sikkiit] sat next to the son, he said to him: ف
*** ***
Reading for the second wave و األمثال وأبيات شعراء القرون الوسطى 10
ّ أ ّيها المتع ّلم ا
!لصبور لعربي
ّ كما يكون ب استطاعتك اإل ّطالع على تحف األدب ا 11
جذاب ّ تفتح لك ال ّلغة العرب ّية أبواب عالم ساحر 1 المعاصر
وهو بعيد وقريب منك في نفس الوقت 2 لصحف العرب ّية اليوم ّية ّ ومطالعة ا 12
متجانس،إلسالمي بمعظمه
ّ ا،لعربي
ّ هذا العالم ا 3 عربي تزوره ّ أي بلدّ من اآلن ففي 13
بشري
ّ كل ما يظهر فيه من إختالف ّ على ا ّلرغم من 4 يمكنك أن تقدّ ر حفاوة استقبال العرب وضيافتهم 14
وحضاري
ّ وجغرافي خاصة إذا احترمت عاداتهم وتقاليدهم وكذلك ّ 15
ّ
إنّه تأ ّثر في الشرق بتأريخ وحضارة آسيا
ّ 5 مبادئهم الدّ ين ّية
لمتوسط تطور في الغرب في جنوب البحر األبيض ا 6 كل النّجاح و التّوفيق في جولتكّ نتمنّى لك، ختاما 16
ّ ّ كما
حتّى صار قريبا منّا وقامت بيننا عالقات أخو ّية مثمرة منذ 7 !لعربي ولغته
ّ عبر العالم ا 17
.زمن طويل Second wave: 28th lesson
سوف يمكنك قراءة شيء من شعر العرب قبل اإلسالم 8 Donʼt forget to carry on with the ʻsecond waveʼ, revisiting each
و اإلستفادة من النّصوص القديمة ومن الحكم 9 lesson right up to lesson 77!
633 633 sittmi’a wa thalaatha wa thalaathuun sittmi’a wa arbaca wa thalaathuun 634 634
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