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(2) PRACTICE MAKES PERFECT ™. Arabic Verb Tenses Jane Wightwick and Mahmoud Gaafar. New York Chicago San Francisco Athens London Madrid Mexico City Milan New Delhi Singapore Sydney Toronto.
(3) Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-175637-2 MHID: 0-07-175637-X The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-175636-5, MHID: 0-07-175636-1. E-book conversion by codeMantra Version 2.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. To contact a representative please e-mail us at [email protected]. Trademarks: McGraw-Hill, the McGraw-Hill Publishing logo, Practice Makes Perfect, and related trade dress are trademarks or registered trademarks of The McGraw-Hill Companies and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property of their respective owners. The McGraw-Hill Companies is not associated with any product or vendor mentioned in this book. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights in and to the work. Use of this work is subject to these terms. Except as permitted under the Copyright Act of 1976 and the right to store and retrieve one copy of the work, you may not decompile, disassemble, reverse engineer, reproduce, modify, create derivative works based upon, transmit, distribute, disseminate, sell, publish or sublicense the work or any part of it without McGraw-Hill’s prior consent. You may use the work for your own noncommercial and personal use; any other use of the work is strictly prohibited. Your right to use the work may be terminated if you fail to comply with these terms. THE WORK IS PROVIDED “AS IS.” McGRAW-HILL AND ITS LICENSORS MAKE NO GUARANTEES OR WARRANTIES AS TO THE ACCURACY, ADEQUACY OR COMPLETENESS OF OR RESULTS TO BE OBTAINED FROM USING THE WORK, INCLUDING ANY INFORMATION THAT CAN BE ACCESSED THROUGH THE WORK VIA HYPERLINK OR OTHERWISE, AND EXPRESSLY DISCLAIM ANY WARRANTY, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. McGraw-Hill and its licensors do not warrant or guarantee that the functions contained in the work will meet your requirements or that its operation will be uninterrupted or error free. Neither McGraw-Hill nor its licensors shall be liable to you or anyone else for any inaccuracy, error or omission, regardless of cause, in the work or for any damages resulting therefrom. McGraw-Hill has no responsibility for the content of any information accessed through the work. Under no circumstances shall McGraw-Hill and/or its licensors be liable for any indirect, incidental, special, punitive, consequential or similar damages that result from the use of or inability to use the work, even if any of them has been advised of the possibility of such damages. This limitation of liability shall apply to any claim or cause whatsoever whether such claim or cause arises in contract, tort or otherwise.. www.ebook3000.com.
(4) Contents. Preface vii Basic terminology ix. I. ROOTS, NONVERBAL SENTENCES, AND PRONOUNS 1 1. Word roots. 3. 3-letter (triliteral ) roots 3 4-letter (quadriliteral ) roots 11. 2. Nonverbal sentences and pronouns. 13. Expressing “to be” in the present tense 13 Subject pronouns 17 The dual 19 Plural of nonhumans 21 Attached pronouns 23 Expressing “to have” 26. 3. Forming questions. 32. Yes/no questions 32 Question words 35. II 4. PAST TENSE. 37. Regular basic verbs and sentence structure. 39. Past tense formation and uses 39 Word order and singular/plural agreement 47 Forming the past tense negative with . 50. Changes to the object of verbs 52. iii.
(5) 5. Doubled verbs in the past tense. 55. Past tense formation 55 Common basic doubled verbs 56. 6. Weak verbs in the past tense. 60. Assimilated verbs 60 Hollow verbs 62 Defective verbs 72. 7. Hamzated verbs in the past tense. 79. General rules for writing hamza 79 Past tense formation 79. 8. Dual verbs in the past tense. 83. Past tense verb and subject order with the dual 84. 85. The dual as the object or predicate of . III 9. PRESENT/FUTURE TENSE Regular basic verbs. 87. 89. Present tense formation 89. . Forming the negative with 96. 10 Expressing the future. 99. 99 and Questions about the future 102. 11 Doubled verbs in the present tense. 104. Present tense formation 104 Common basic doubled verbs 106. 12 Weak verbs in the present tense. 108. Assimilated verbs 108 Hollow verbs 111 Defective verbs 121. 13 Hamzated verbs in the present tense. 129. Present tense formation 129 Common hamzated verbs in the present tense 129. 14 Dual verbs in the present tense. 132. Referring to couples 133 Present tense verb and subject order with the dual 134. iv. Contents. www.ebook3000.com.
(6) IV. FORMS OF THE VERB. 15 Forms II, III, and IV. 135. 137. Form II
(7) 137. Form IV
(8) 146. 143 Form III
(9) . 16 Forms V and VI. 150. Form V
(10) 150. Form VI
(11) 154. 17 Forms VII, VIII, and X. Form VIII
(12) 158 Form X
(13) 160. 156. Form VII
(14) 156. 18 Irregular verbs in the derived forms. 164. Doubled verbs in the derived forms 164 Weak verbs in the derived forms 169 Hamzated verbs in the derived forms 181. V. MOODS OF THE VERB AND VERBAL NOUNS. 19 The subjunctive. 185. 187. Formation of the subjunctive 187 Uses of the subjunctive 189. 20 The jussive. 195. Formation of the jussive: Regular verbs 195 Uses of the jussive 197 Irregular verbs in the jussive 199. 21 The imperative. 209. Formation of the imperative 209 Negative commands 213. 22 The verbal noun. 216. Forming verbal nouns: Basic verbs 216 Forming verbal nouns: Derived verbs 217 Uses of verbal nouns 219. Contents. v.
(15) VI. OTHER ASPECTS OF VERBS. 23 Unusual verbs. 223. 225. Doubly weak verbs 225. (not to be) 235 Quadriliteral verbs 238. 24 Compound tenses and conditional sentences. Past perfect
(16) + 243. Past continuous
(17) + 245 Conditional sentences 246. 25 The passive. 250. Past passive 250 Present passive 252. 26 Review. 256. Answer key 261. vi. Contents. www.ebook3000.com. 243.
(18) Preface. The richness of Arabic is based on its system of word roots, and nowhere is this more evident than in the verb system. Arabic tenses can be characterized as narrow but very deep. For while Arabic has only two basic tenses (past and present/ future), the verb system encompasses a huge variety of types and variations within these tenses. Practice Makes Perfect: Arabic Verb Tenses is perfect for all beginning and intermediate students who have a solid grasp of the Arabic script or for more advanced students who are in need of a good review workbook. It promotes the confident use of Arabic verbs through clear explanations and examples followed by extensive practice exercises. It is an invaluable aid for all learners who want to advance more quickly and is particularly useful for independent study. The book is divided into six main parts: ◆. ◆. ◆. ◆. ◆. ◆. Part I: Roots, nonverbal sentences, and pronouns. It may seem odd to start a book about verb tenses without any verbs or tenses! However, Part I provides a very important grounding in the basics of Arabic word roots and pronouns, together with nonverbal sentences that express the equivalent of the English verbs “to be” and “to have.” You will find the subsequent parts of the book fall into place much more easily after completing this introductory part. Part II: Past tense. The second part covers the complete conjugation in the past (or perfect) tense of all verbs types, both regular and irregular, together with sections on word order and use of the dual. Part III: Present/future tense. The third part covers the complete conjugation of regular and irregular verbs types in the present (or imperfect) tense, together with a section on using this tense to talk about the future. Part IV: Forms of the verb. The fourth part deals with the eight significant derived forms of the verb—the very important and commonly-used variations to the verbal root that modify the meaning of verbs. Both the past and present tenses of the derived forms are covered. Part V: Moods of the verb and verbal nouns. The fifth part concentrates on the “moods” of the verb—the subjunctive, the jussive and the imperative. Also included in this part are the important verbal nouns that are formed from verbs and often used in place of a second verb. Part VI: Other aspects of verbs. The sixth part looks at unusual and very irregular verbs, compound tenses, and the conditional and passive verbs.. vii.
(19) Each part provides concise but complete explanations and ample exercises. An answer key is also provided. This will be especially useful to learners who are studying independently. Every effort has been made to limit the range of additional vocabulary, and to organize material in such a way that key words are naturally absorbed. In this way, your understanding of the learning points and exercises will not be hampered by the inclusion of large amounts of unfamiliar vocabulary. In Part I almost all of the vocabulary needed for the exercises is given in the book. For subsequent parts much of the vocabulary is recycled, but there may be instances when you will need to use a dictionary to look up words unfamiliar to you. Practice Makes Perfect: Arabic Verb Tenses is an excellent tool for the self-learner or a companion for any classroom-based textbook, as well as a source of reference for both students and teachers of Arabic. We hope you find it a valuable resource in your learning.. viii. Preface. www.ebook3000.com.
(20) Basic terminology. Here is a brief explanation of some of the more common grammatical terms found in this text. Compound tense: A tense made by combining two different verbs. Conjugation: Changing the verb to agree with the subject, for example, (I visit), ! (he visits). Derived form: Variation of the Arabic verbal root that modifies meaning. Doubled verb: A verb that has the same second and third root letter. Dual: Used in Arabic when referring to two people or things. Hamzated verb: A verb that has hamza (") as one of the root letters. Imperative: A mood, or variation, of the present tense verb used for commands or instructions. Irregular verb: A verb that varies from the normal patterns. Jussive: A mood, or variation, of the present tense verb used in certain structures. Noun: A word naming a person, object or idea, for example, # $ (house), % (boy), &' ( (freedom). Passive: A verb where the subject undergoes the action of the verb rather than carries out the action, for example, # ) * ( (she was carried), +% , (it is used). Past tense: A verb form showing something has happened in the past. Plural: Used in Arabic when referring to three or more people or things. Present/future tense: A verb form showing something is happening now, routinely or in the future. Pronoun: A word replacing a noun, for example, - . (she), / (I), #/ (you). 20 Quadriliteral verb: A verb with a 4-letter root, for example, 0 1' 1 ' 3 (to translate) Regular verb: A verb that consistently follows the normal patterns. Root: The sequence of (usually three) Arabic letters that carry the underlying meaning of a word, for example, 42 25 (to drink), 62+27 (to carry). Subjunctive: A mood, or variation, of the present tense verb used after certain particles (short words). Tense: The tense of a verb tells you when the action takes place.. ix.
(21) Verb: A word describing an action or a state of being, for example, 8 . 9 (we came), ! (he visits), : (I will be). Verb endings: What you add to the end of the verb stem to get the proper conjugation, for example, # 8 . 9 (I went). Verbal noun: A noun formed from a verb describing a state or action, for example, &(8 (swimming), % 3 (teaching), ;* 1< (meeting). Verb prefixes: What you add to the beginning of the verb stem to get the proper conjugation, for example, = . > (he goes). Verb stem: The part of the verb to which endings and prefixes are added, for example, 4' ? (drank), = . 9 (went). Weak verb: A verb that has or @ as one of the root letters.. x. Basic terminology. www.ebook3000.com.
(22) ·I· ROOTS, NONVERBAL SENTENCES, AND PRONOUNS The Arabic language is based on “roots” that link words of related meanings. A knowledge of these roots, together with the role played by gender and plural, is essential to understanding Arabic verb tenses and patterns. Part I provides a grounding in the basics of Arabic word roots and also introduces the Arabic pronouns, genders, and plurals, together with nonverbal sentences that express the equivalent of the English verbs “to be” and “to have.” You will find the subsequent parts of the book fall into place much more easily after completing this introductory part.. 1.
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(24) ·1·. Word roots. 3-letter (triliteral ) roots A knowledge of Arabic in general, and its verb system in particular, requires an understanding of the root system integral to the language. General meaning patterns are associated with a sequence of (usually three) root consonants, for example (reading the Arabic root from right to left): to sit. AB262C. to wash. 6A 2B2D. to find. EA 2C2 . Most Arabic words, and almost all Arabic verbs, have a root sequence at their heart. This sequence can appear in a variety of word patterns, all associated with the general meaning: he sits. ) F . washing machine. & G. finding/existence. AE1 . Associated words may have additional letters and vowels inserted between, before, or after the root letters but the sequence of the letters within the root does not change.. Regular roots Regular Arabic roots consist of three distinct stable consonants. The majority of Arabic consonants are stable and produce regular root sequences when combined with two other stable consonants. Some of the most common are in the following list (read columns right to left): to leave to reserve to move to carry to study to go. J2 2I 2C27 J2 27 62+27 B2 2E 42O29. to follow to gather to burn to save/ memorize to come in to mention. ;242IA ;2+2C K2 27 M227. to search. 62N2E 2J29. to go out. to sit to happen to attend. to push/pay. H2724 B262C H2E27 2L27 C2 2N ;22E. 3.
(25) to dance to travel to reside/ to live to thank to hit to appear to work to do to cut to write to wear to own to land/descend. P2K2 22B 2J2B 2J25 42 2L 2O2M 62+2; 62;2 ;2Q2K 42I2J B2426 J262+ Q242O. to draw to plant to fall to drink to laugh to request to learn to open to kill to close to break to hold to look. +2B2 ;2 2 Q2K2B 42 25 J272L 4262Q +262; 72I2 62I2K 622K 2B2J J2B2+ 2M2. to return to ride to steal to hear to make to cook to know to wash to understand to jump to hate to play to stay/go down to escape. ;2C2 42J2 K2 2B ;2+2B ;22P N242Q 2 2; 62B2D +2O2 22K O2 2J 42;26 62 2 42 2O. EXERCISE. 1·1 Give the general meaning for the following common regular roots. EXAMPLE. to sit B262C. A. A B2 2EAR. A. A 42I2JAS. A. A 72I2AT. A. A 2M2AU. B2426AV 2B2JAW 62+27AX A. A 42O29AY. A. A ;2+2BAZ. 42 25AR[ 62+2;ARR 62I2KARS 62;2ART 62B2DARU +2O2ARV. 4. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(26) EXERCISE. 1·2 Write the three Arabic letters that make up the root conveying these general meanings. EXAMPLE. 62N 2E to come in to reside/live R to cook S to close T to know U to return V to jump W to play X to go out Y to draw Z to fall R[ to hit RR to appear RS to laugh RT to request RU to make RV. EXERCISE. 1·3 EXAMPLE. All the following verbs express something “I did,” using the verb ending I (-tu). Decide the meaning of each, using the list of regular roots to help you.. í I cooked v= î 7í
(27) A # E R # )1 SA #1 ' \ TA #) * UA #] VA # 8 WA #$ '? XA #) ^ YA #_ ] ` ZA I' R[A Word roots. 5.
(28) EXERCISE. 1·4 Identify the root of these words, using the English meanings and the list of verbs in the “Regular roots” section earlier in this chapter. EXAMPLE. to open 7 2I2 (key) 7 A(school) & % R A(books) = S A(I teach) 0a) T (clothes) $b U . (researcher) c($ V (runway/landing strip) d8e W (porter) 6* ( X (we listened) * < Y (illustrator) + Z . (mosque) f1 R[ (he waits) 'g RR (house/home) 6 ! RS (agriculture) &< RT (effective) 6 RU (kings) J) RV . Irregular roots Irregular roots do not consist of three distinct stable consonants; instead, they fall into three categories: ◆ ◆ ◆. Doubled roots: where the second and third root letters are the same Weak roots: where one of the three root letters is or @ Hamzated roots: where one of the root letters is hamza ("). Doubled roots Doubled roots have the same second and third root letters; for example: to reply to think/believe. 6. Roots, nonverbal sentences, and pronouns. www.ebook3000.com. E2E2 22M.
(29) The second and third root letters are sometimes written as one with a shadda ( ) and sometimes written separately:. I replied. E I E E . we think. h g /. he replied. # i. you (masc.) thought. The rules for how to write doubled roots are reasonably straightforward and are summarized in Chapters 5, 11, and 18. Common doubled roots include: to bathe. +2+27. to finish. +2+2I. to broadcast/ spread. H2H24. to cause. 4242B. to reply. E2E2 . to show/prove. 6262E. +2+2L. to smell. +2+25A. to doubt. J2J25. P2P2K. to count. E2E2;. to join to repeat. 2 2J. to cut. to pass by. 2 2+. to stretch/extend. E2E2+A. to turn. 226. EXERCISE. 1·5 Identify the doubled root of these words from the preceding list. EXAMPLE. to bathe +2+27A(bathroom) + * ( (reason) =8 R (reply/response) E S (guide)
(30) E T (repetition) <'_3 U (rotation) & V (scissors) j kA . < (annexation) +*l/ (number) E% (corridor) ' *. . n o 3 (skepticism) m _. Word roots. 7.
(31) Weak roots Roots with or @ as one of the root letters are by far the largest irregular category. The letters and @ are unstable, or “weak.” They can change from a consonant to a vowel sound, or even disappear entirely, depending on the word pattern into which the root is put. The or @ can be any of the three root letters, and are subdivided as follows: ◆ ◆ ◆. Assimilated: with or @ as the first root letter Hollow: with or @ as the second root letter Defective: with or @ as the third root letter. Common weak roots include: Assimilated to arrive to describe to find to put/place to fall to stop/stand to give birth to wake up to be certain. 62P2 2P2 E2C2 ;2L2 ;2K2 2K2 E262 M2K2@ 2K2@. Hollow to say to visit to return to stand up to go round to sell to shout/cry out to fly to increase. 62 2K 2 2 E2 2; +2 2K 2 2E ;2@24 72@2P 2@2Q E2@2 . Defective to complain to request to appear to buy to finish to give to weep/cry to meet to run to sing to walk. 2J25 2C2 2E24 @2 25 @2O2 @2Q2; @2J24 @2K26 @2 2C @22D @252+. EXERCISE. 1·6 Decide which category of weak root the following fall into and then give their general meaning. EXAMPLE. assimilated; to find E2C2 2 2 R 62P2 S @252+ T 62 2K U M2K2@ V 2@2Q W 2C2 X ;2L2 Y @2Q2; Z 72@2P R[ @22D RR E262 RS. 8. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(32) EXERCISE. 1·7 Write the weak root that conveys these general meanings. EXAMPLE. 2@2Q to fly to walk R to arrive S to sell T to describe U to return V to run W to finish X to meet Y to request Z to stand up R[ to wake up RR to increase RS to buy RT to complain RU to fall RV. EXERCISE. 1·8 Identify the weak root of these words from the earlier list of common weak roots. EXAMPLE. to finish @2O2A(ending) &e / (complaint) p _? R (I bought) # ' ?< S (position) f` T (existence) E1 U (airplane) q'r s V (song) & G W (it seems) %8 X Word roots. 9.
(33) (born) E Y (circle) q'r <E Z (we stood up) *^ R[ (certainty) tk RR (channel) p'F u RS. Hamzated roots Hamza (") is a “half” letter; it is pronounced as a glottal stop. Hamzated roots have hamza as one of the root letters; for example: to begin. "2E24. to eat. 62J2". to ask. 62"2B. The hamza can be written in a variety of ways: by itself on the line ("); carried by an alif ( ); carried by yāʹ ( r2v); or carried by wāw (w). For example: he ate questions beginning. A
(34) . &) x "% $. we feed.
(35) a y /. "2E24. Common hamzated roots include: to eat. 62J2". to begin. to read. "2 2K. to ask. 62"2B. to command. 2+2". to take. 92N2". to be slow. "2Q24. to hope. 62+2". to be fed up. +2"2B. to be brave/dare. "2 2C. to fill. "262+. EXERCISE. 1·9 Write the hamzated root that conveys these general meanings. EXAMPLE. 62+2" to hope to be fed up R to read S to begin T to fill U. 10. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(36) to ask V to command W to be slow X to take Y to eat Z to be brave/dare R[. EXERCISE. 1·10 EXAMPLE. All the following verbs express something “we did,” using the verb ending / (-nā). Decide the meaning of each verb, using the earlier list of hamzated roots to help you.. we ate ) /> \ R / ' ^ S ) T : U / % $ V *x W . A. /' X /yz $ Y /{ Z /w' 1 R[ . 4-letter (quadriliteral ) roots Although the vast majority of Arabic words are based on roots of three letters, there are a few four-letter roots, or quadriliterals. A quadriliteral root sequence can consist of four different root letters: to translate. +2C2 2I. to roll. C2 272E. to adorn. 2 2N2 . Word roots. 11.
(37) It can consist of a repeated pair of consonants, often onomatopoeic (sounding as they mean): to mutter to gargle to chatter to hum to crackle to shake. +2I2+2I 2D2 2D 2H2 2H 2E22E K2Q2K2Q 62 262 . EXERCISE. 1·11 Give the general meaning for the following quadriliteral roots. EXAMPLE. to gargle 2D2 2D 2 2N2 R +2I2+2I S K2Q2K2Q T C2 272E U 2E22E V 62 262 W 2H2 2H X +2C2 2I Y. EXERCISE. 1·12 Follow the pattern in the example to produce similar quadriliteral verbs using the roots in the preceding list. EXAMPLE. (yudandin) % /% A he hums he translates R he mutters S he shakes T he gargles U he rolls V he crackles W he chatters X he adorns Y. 12. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(38) Nonverbal sentences and pronouns. ·2·. Expressing “to be” in the present tense Every English sentence has a verb. There are many simple sentences in English that use the verb “to be” (am, are, is) that often do not require a verb at all in Arabic. This type of sentence is referred to as &* < &)* 1 (nominal or nonverbal): I (am) in the garden.. < - / |&k% }. Shukri (is) with me.. |- @'_ ? . In addition, there is no direct equivalent of the indefinite article (a/an), turning an English sentence such as “I am an accountant” into simply “I accountant”: I (am an) accountant.. / .= ]. Nadia (is an) engineer.. e &E/ .& %. . (there) can also be used in nonverbal sentences to mean “there is” The word J or “there are”: There (is an) airplane on the runway.. . |d 8e r s J ~< ) q' . |C %n < - $ b J. There (are) clothes in the drawer.. EXERCISE. 2·1 Use the following words to create nonverbal sentences that match the English prompts.. Nadia &E/. we h] /. I /. books = . a chair - ' . Shukri @'_ ?. garden &k% (. mosque f 1. school & % . my house - $. in - . . there J. America _'. under # . on ) . town &% . next to = / F $. car q . in front of +. 13.
(39) EXAMPLE. |& % / We are in the school. ~< - h] We are in the garden. R Nadia is in America. S Shukri is in my house. T There is a mosque in the town. U The school is next to the mosque. V I am in the school. W There is a chair in the garden. X The books are on the chair. Y My house is in America. Z Shukri is in front of the car. R[ There are books in the car. RR I am next to Shukri. RS. EXERCISE. 2·2 Your Arabic-speaking friends are giving you inaccurate information, so each time you have to correct their statements. Follow the prompts to give the corrected statement. Pay attention to which part of the information (in parentheses) needs correcting. EXAMPLE. < - &E/ &E/ |&k% } < - @'_? |&k% } < - @'_? A|& %~< - @'_? & % } |&k% @'_? |#8< - &E/ R f< |#8< - &E/ S $b* < |q < - = _< T. # |q < - = _< U . . V = |- '_< ) $b J. . W # | $b - ' J _< ) / |_' - &E/ X # _< |_' - &E/ Y & %* < |f< + h]/ Z =/F$ |f< + h]/ R[ # | - '_< ) $b~< RR. 14. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(40) =/F$ |- '_< ) $b~< RS. $b |&k%}< - - ' J . RT . q < |&k%}< - - ' J . RU . Gender Arabic has masculine and feminine gender. Nouns referring to females or those ending with the special feminine ending tāʹ marbūt.a (q) are almost always feminine. Other nouns are almost always masculine. The tāʹ marbūt.a is pronounced “-a”: &% (madīna, city), or “-at” when followed directly by another noun with the meaning “of ”: I ' $ &% (madīnat bayrūt, the city of Beirut). Adjectives (for example, large, slow, short, expensive, tall) and descriptions (for example, jobs) e change when referring to feminine people or things, also usually by adding tāʹ marbūt.a: B% (muhandis, male engineer)/ & % e (muhandisa, female engineer). e @'_ |B% ? e &E/ |& % . Shukri is an engineer. Nadia is an engineer.. |
(41) s -$ |&) s -. My father is tall. My mother is tall.. Common adjectives include: small short old light fast closed broken clean. ' '^ %^ \ f ' 6 k _ g /. large/big tall/long new heavy slow open strange beautiful. '8
(42) s %% 1
(43) k "-z $ 7 = ' G
(44) * 1. EXERCISE. 2·3 Write the feminine form and the meaning of the adjectives listed. EXAMPLE. fast &A' fA ' A
(45) k R. A. 6Ak S ' T %%1 U '^ V A='G W '8 X Nonverbal sentences and pronouns. 15.
(46) %^ Y 7 Z g/ R[
(47) *1 RR
(48) s RS \ RT "-z$ RU _ RV . EXERCISE. 2·4 You find some assorted items in a drawer. Describe the items you find, following the prompts and making the adjective feminine, if necessary. EXAMPLE.
(49) k / (book) 4 (There’s a heavy book in the drawer.) |C %n < -
(50) k 4 J.. ' / (key) 7 R \ / (wallet) &g] S '^ / (pen) 0)^ T U
(51) s / (ruler) q'z
(52) *1 / (ring) 0 3 \ V %^ / (pair of glasses) q g / W '8 / (picture) q X _ / (clock, watch) & Y g/ / (glove) ^ Z A='G / (insect) q'o ( R[ . Here are some more adjectives that can be applied to people: busy energetic clever hard-working nervous afraid (of ) patient. 16. Roots, nonverbal sentences, and pronouns. www.ebook3000.com. 6 o do / - 9 % e F -8 r \ h 8 .
(53) EXERCISE. 2·5 Nadia is Shukri’s twin. They look alike and share the same characteristics and profession. Rewrite the sentences about Shukri to refer to Nadia. EXAMPLE. |&)s &E/ |
(54) s @'_ ? |do/ @'_? R |f' @ '_? S A(“light of weight”) . < \ @'_ ? TA |u *r <E 6 o @'_ ? U - |<u % 1 9 @'_? V e @ |B% '_? W e F @'_ |
(55) * < - % ? X |-8 '_? Y @ < h r \ @'_? Z |I<'o } |6s< f 8 @'_ ? R[ . Subject pronouns A pronoun can take the place of a person, a thing, or an idea. A subject pronoun is the equivalent of the English “I, he, we” (as opposed to the object pronouns like me, him, us, etc.). There are 12 subject pronouns in Arabic, with separate pronouns for masculine, feminine, singular, plural, and dual (used when referring to two people), giving a total of five equivalents of the English “you” and three equivalents of “they.” The singular and plural subject pronouns are: Singular I. you (masc.) you (fem.). / # / # /. Plural we. you (masc. pl.) you (fem. pl.). h ] / 0 / . h. / . 0 . they (masc.) . she/it (fem.) they (fem.) - . h . Note that all the people in a group need to be female to use the plural feminine. If the group is mixed gender, then the masculine is used. (The dual is covered separately later in this chapter.) he/it (masc.). Nonverbal sentences and pronouns. 17.
(56) EXERCISE. 2·6 Give the plural of these singular pronouns. EXAMPLE. h] / / - . R S #/ . T #/ U. Give the singular of these plural pronouns. EXAMPLE. .A 0 . 0/ V h] / W h . X h / Y. EXERCISE. 2·7 Change the subjects in these sentences to a suitable pronoun. EXAMPLE. < h r \ . |I<' < h r \ @'_? |I<' o } o } |u *r <E & o &E/ R |#8< - 6s< S |B%e -$ T |#8< =/F$ q < U. |&%~<A(center of) d - f< V |&)*1 &)s - W |&k%}< - -$ / X ' * * < Y |
(57) s |& %~< - q'* & &E/ Z |_' - -\ - -$ R[. 18. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(58) Sometimes a noun and a pronoun are used together for clarity: |-$ . %*(. Ahmed (he) is my father. This woman (she) is my sister.. |-\ -. q ' ~< O>. |- $ . <>. . This is my house. EXERCISE. 2·8 Fill in the correct pronouns in these sentences. EXAMPLEA. |-\ .A@'_? |-\ . &E/ R. |-$ . '* S . |'%~<.
(59) 1 '< <>. T . |& %e~<. %*( &$< U. |- . q '~< O>. V. A |'* 6s . q &E/ @'_? W |- #$. <>. X. |'%~< q . O>. Y. < - |&k%}. 6s< Z. |& % ~< - . A(the girls) I8< R[ . The dual The dual is particular to Arabic and expresses the concept of “you two” or “they both.” Whenever two people or things are referred to, a dual pronoun, noun, or verb should be used rather than the singular or plural. In general, the dual is characterized by a final < (-ā) or < (-ān). The exception is h] / (we) and its relevant verb parts, which don't change with the dual.. Dual nouns and adjectives Nouns and adjectives are made dual by adding < (-ān) to the singular: % <%
(60) s % b s <%. a boy two boys a tall boy two tall boys the bag the two bags the large bag the two large bags. &8k}< 8k}< q'8_< &8k}< 3'8_< 8k}< . Nonverbal sentences and pronouns. 19.
(61) EXERCISE. 2·9 Make these nouns and adjectives dual. EXAMPLE. æs8 kí :í HÌuk:í HÌ 0 3 \ R B%e~< S 6 o~< B%e~< T f1 U '8 f1 V
(62) s ' W %%< 0)k< X &)*< &k%}< Y. Dual pronouns Dual pronouns are formed by adding alif (<) to the masculine plural and are used to refer to two people or things (of any gender): you (two) * / they (both). * .. EXERCISE. 2·10 Change these sentences to refer to two people or things. EXAMPLE. #æs klsj #Økl |& o -. R |% e F S #/ |&)*1 &)s -. T < h r \ . U |I<'o } V |& 9 #$ #/ |
(63) s % W #/ |%^ #$ . X |&' q -. Y. 20. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(64) Plural of nonhumans Arabic plurals are categorized as: ◆ ◆. e [engineers]), or Human (for example, 6s [children], % Nonhuman, anything else: things, ideas, and so on (for example, = [books], I< [cars], 48 [reasons]).. Nonhuman plurals are grammatically feminine singular in Arabic. This is very important in terms of Arabic grammar. Every time you refer to a nonhuman plural, you need to think of it as a feminine singular. It does not matter if the original nonhuman singular word was masculine or feminine, the plural will always be grammatically feminine singular. The plurals are reserved for humans only. It is as if in English we referred to children or engineers as they, but books or ideas as she. Nonhuman plurals use: ◆ ◆ ◆ ◆. (The books [they] are on the chair.) Feminine singular pronouns: |- '_< ) (-.) = _<. Feminine singular adjectives: |&g/ $ b * < (The clothes are clean.) (These cars are fast.) Feminine singular demonstratives (this/that): |&' I< < O >.. Feminine singular verbs: |f * < # 1 (The trucks returned to the factory.) I (o<. EXERCISE. 2·11 Change the sentences to refer to the plural, using the following list of plural nouns to help you.. picture/pictures 2 q clock/clocks I 2 &. key/keys 3 27 . insect/insects I<' o o ( (2q' . bag/bags = r k (2&8k ( . town/towns % 2&% . pen/pens +b^ 20) ^. house/houses I $2# $ EXAMPLE. book/books = 24 . ring/rings < \20 3 \. ï î #uimg í tî8 hÌç#mg í Ís8 hÌÌ |
(65) *1 0. 3 < R |q eo &% * < S |q%%1 q < O >. T. < U |&' q' q' o } |%^ #8< <>. V |$b~< # ' < 7~< W < O>. X |&( &8k } < - q'8 &% J. Y A|(the south) 4 |7~< . <>. Z Nonverbal sentences and pronouns. 21.
(66) < -. O>. R[ |&8k} |@'_? 0)^ . <>. RR |- & -. O>. RS. EXERCISE. 2·12 Write these sentences in Arabic. EXAMPLE. |&%^ < n The pictures are old. The houses are beautiful. R. The keys are heavy. S. The pictures are large. T. These bags are light. U. These clocks are old. V. These are the houses. W. These are the pens. X. These are my mother’s rings. Y. These are Shukri’s keys. Z. The towns are small in the south. R[. The cars are new in this street. RR. 22. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(67) There are beautiful pictures in my house. RS There are old houses in this town. RT There are strange insects in the drawer. RU. Attached pronouns Arabic attached pronouns are the equivalent of both the English object pronouns (me, him, us, etc.) and also of the possessive pronouns (my, his, our, etc.). As the name suggests, they “attach” themselves to the end of a noun or verb, rather than being separate words like the subject pronouns. .m * < #). I ate the fish.. . ) . I ate it.. . *) #$ . <>. . This is Salma’s house. This is her house.. .e$ . <>.. We heard the boys.. .E < * .0 . * . We heard them.. The attached pronoun meaning “my” is -. (-ī). This changes to - (-nī) when attached to a verb with the meaning “me”: - $ /# $. house/my house. -b^ /+b^ - * /f * . pens/my pens he heard/he heard me she mentioned/she mentioned me. -3' 9 /I ' 9. All the other attached pronouns remain the same whether attached to a verb or a noun. The singular and plural attached pronouns are: Singular my/me. - -. Plural our/us. . your/you (masc.). m. your/you (pl. masc.). 0 _. your/you (fem.). m. your/you (pl. fem.). h _. his/him/its/it (masc.). . their/them (masc.). 0 e. e. their/them (fem.). h e. her/its/it (fem.). As with the subject pronouns, dual attached pronouns are formed by adding alif (<) to the masculine plural and are used to refer to two people (of any gender): your/you (two). * _. their/them (both). * e. Nonverbal sentences and pronouns. 23.
(68) EXERCISE. 2·13 Write the verbs and nouns with the correct attached pronouns. EXAMPLE. . . . + (he heard) í jï. í (he heard her/it) e * -.. * #/ (he heard you) m. . . . + (house) #$ (my house) -$ = / (our house) A$ h]/ Note: Except for “my,” a final vowel, in this case d.amma, is included on the noun before the attached pronoun: -$ = my house; $ = his house; $ = our house. . . . + (she understood) # * e . h]/ R 0. S T #/ . U A 0/ V *. W / X AAh. Y . . . + (key) 7. / Z R[ #/ h. RR -. RS . RT 0. RU 0/ RV h]/ RW. 24. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(69) . . . + (I heard) # * . . RX RY #/ 0. RZ AA-. S[ #/ SR h. SS 0/ ST */ SU . . . + (trucks) I(?. -. SV 0/ SW 0. SX h]/ SY #/ SZ / T[ *. TR h. TS . EXERCISE. 2·14 Shorten the following sentences, using an attached pronoun. (Remember that nonhuman plurals are feminine singular.) EXAMPLE. I ate the apple. #&( n <vi î í Éí. (I ate it.) |e) . We ate the fish. |m* < ) R You (masc.) cooked the rice. | < #, 8 s S. % $ T She started the work. |
(70) * < I . Nonverbal sentences and pronouns. 25.
(71) He heard the sound. |I< f * U You (fem.) held the pens. |+b^< # _ V I washed the clothes. |$b~< #) G W They (fem.) closed the door. |48< h ) ^ X I understood the teachers. |t % ~< #* e Y You (masc. pl.) studied the Arabic language. |&$'< & )n < 0 E Z. He found the keys. |3~< % 1 R[ She heard the girls. |I8< # * RR We followed Shukri and Nadia. |&E/ @'_? 83 RS. Expressing “to have” Arabic does not have a direct equivalent of the verb “to have.” The prepositions 6 (to/for) or % (at) are two of several prepositions used to express the concept, and a verb is not necessarily needed at all. Shukri has a new washing machine. “to Shukri (is a) new washing machine” My friend has a house in America. “at my friend (is a) house in America”. |q%%1 & G @'_ o |_' - #$ -k% % . The children have many books. “to the children (are) many books”. |q' = 6s{ . The grocer has fresh figs today. “at the grocer (are) fresh figs today”. s t3 6 k 8< |+ < C % . Note: Arabic words such as 6 consisting of a single consonant are always written joined to the following word. In addition, when 6 is joined to < (al-), the combination becomes ) (lil-).. 26. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(72) EXERCISE. 2·15. Describe what everyone has by using the prompts with the preposition 6 or % .. EXAMPLE. ÍkEÌ$mevm $êh î í. A A. < - ' #$ @'_? % A2A|4 < - ' #$ @'_o |4 &%~<2
(73) *1 #$2&E/ R C % <2q' 0 3 < \2- S ; o<2&' q 2-k% T. & %~<2' = a % ~< U _2& h$< V <2 &)s (tree) q'F ?2-\ &k%} C %<2&g/ $b2#8< W _' 2%2% *( X = _~<2&)*1 q 2'%~< Y q <2q g / 2
(74) 1 '< Z. (airport) z~<2q'8 q'r s2m) ~< R[. (hall) &<2&%^ & 2+ '< RR . (box) K %<2&8'G q' o (2% < <>. RS . Nonverbal sentences and pronouns. 27.
(75) + attached pronouns . Attached pronouns, as discussed earlier in this chapter, can be added to 6 or % , to produce the meanings such as “I have,” “you have,” and “he has.” The final fatha . of % is removed when the attached pronoun - is added: I have a pain in my leg.. |-)1 - 0 @% . He has a brother in Kuwait.. |# _< - N O % . We have fresh figs today.. |+< C s t3 /% . EXERCISE. 2·16 Write the combinations and say what they mean. EXAMPLE. we have /% = h]/ + % -. + % R 0. % S % TA #/ . % U 0/ % V A. #/ % W. A. / % X. A. h. % Y . A. *. % Z / % R[. The construction % + attached pronoun is commonly used even when the subject is mentioned: Salma has (“Salma, at her”) an apartment in Beirut. The children have (“the children, at them”) a large room.. 28. Roots, nonverbal sentences, and pronouns. www.ebook3000.com. *) |I ' $ - & k ? . % |q'8 & ' G 0 . % 6s<.
(76) EXERCISE. 2·17 EXAMPLE. Fill in % with the correct attached pronoun to complete these sentences.. *( |% - & k ?A O % A% A |6s &b . &E/ R. |)1 - 0 . '* S . |'e< =/ F$ #$. -\ T a % ~< U. |& % G. ~< - (private) &\ & ' |+< C s t3. 6k8< V - -$ W. |&%^ q . |P\ = _. . q'%~< X. |q%%1 I1< E . I8< Y . The preposition 6 becomes - (lī) when the attached pronoun - is added: |q' & k ? - . I have a small apartment.. - |I ' $ - #\ . I have a sister in Beirut.. When the other attached pronouns are added, the vowel changes from kasra to fath.a (from li- to la-): They have three dogs.. |4b &b 0 e . She has a gold ring.. |-8 . 9 \ e |q _ &1< E m . You (masc.) have a broken bicycle. We have a son whose name (“his name”) is Hatim.. |( * < h$< . EXERCISE. 2·18 Write the combinations and say what they mean. EXAMPLE. we have A h]/ 6 A. -. + 6 R A. A. 0. 6 SA. A. 6 TA #/. A. . 6 U. A. 0/ 6 VA. Nonverbal sentences and pronouns. 29.
(77) A. #/ 6 WA. A. / 6 XA. A. h. 6 YA . A. *. 6 ZA. A. / 6 R[A. EXERCISE. 2·19 EXAMPLE. How do you express these in Arabic using the preposition 6 ?. |6s &b We have three children. They (masc.) have three houses. R I have a sister in America. S You (fem.) have a beautiful garden. T We have a broken watch in the drawer. U She has a brother whose name is Shukri. V He has a sister whose name is Nadia. W They (masc.) have a strange picture in the hall. X They (dual) have a large apartment. Y You (masc.) have a fast car. Z I have a very slow car. R[ They (fem.) have a small office in the school. RR You (dual) have a clever son! RS. 30. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(78) Other ways of expressing “to have” Other prepositions used to express “to have” are: ◆. p% (ladā) “at/by”: when attached pronouns are added to p% , the combination starts with % (laday-). |q' &) _o % . We have a small problem. ◆. f (ma;a) “with”: usually used to talk about things you have with you. |#'8 ;* ? e . She has candles and matches (with her).. EXERCISE. 2·20 Rewrite the sentences to refer to the subject in parentheses. EXAMPLE. ï î dí í #ÎÖs m>ÌÒs8fsk dí ü #ÎÖs m>ÌÒs8f ð ð í R #/ |&E/ 4 0/ |+< C s t3 % S h] % T / |f ~< - ' = _ e . |q' ;*? 0 e U |&%~< d - &)*1 & #/ k? e % V h. |& ko< 7 - W. / |I< E Hb X % Y */ |q% e F & 9 &$< m -. |&)*1 < \ 0_% Z 0/ |=_< +b^< m R[ . Nonverbal sentences and pronouns. 31.
(79) Forming questions. ·3 ·. Yes/no questions In English, verbs change when put into a question: “She went to the bank.” but “Did she go to the bank?” In Arabic there is no such change. Verbs do not have a question form. The marker
(80) . can be put in front of a statement to make it into a question (with the answer yes [0 / ] or no []): .m8< # 8 . 9. She went to the bank.. m8< # 8 . 9
(81) .. Did she go to the bank? The mosque is close to the airport. Is the mosque close to the airport?. | z ~< h =' ^ f< z ~< h =' ^ f<
(82) .. He lives in Beirut. Does he live in Beirut?. |I '$ - h _
(83) I '$ - h _ .. EXERCISE. 3·1 EXAMPLE. Make these statements into questions using
(84) . .. %*( #$ h =' ^ m8<
(85) . |%*( #$ h =' ^ m8< e -.AR |& % |& %~< - .AS < - - ' A|+* } _<AT A|q%%1 q ' o AU. A|=_< = / F$ +b^<AV. 32. www.ebook3000.com.
(86) A|= _~< - '%~<AW e -.AX A|& % .AY |&%~< d - &)*1 &k% ( J |7~< &E/ I % 1 AZ A|6s 0. % AR[ A|m* < @'_?
(87) ARR ARS A|q' & k? - ' ? h _ . EXERCISE. 3·2 Your friend is telling you about her son, who has just moved and found a new job. You are very curious and are interrogating her about all the details. Ask questions following the prompts. EXAMPLE. '8 = _
(88) . has large office? lives near your house? R. has small apartment? S. the apartment new? T. has children? U. has car? V. Forming questions. 33.
(89) has garden? W. apartment near office? X. office in center of town? Y. your son engineer? Z. hardworking? R[. always very busy? RR. his manager patient? RS. An alternative question marker is . This is written joined to the following word: He is a grocer.. |6 k $ . . Is he a grocer?. 6 k $ . . The city is far from here. Is it far from here?. ~< |. h q% $ &% . h q% $ - . . The question marker rather than
(90) . should be used for negative questions: He doesn’t live in Damascus. Doesn’t he live in Damascus?. | o _ E - h . o _ E - h . EXERCISE. 3·3 Make these statements into questions using . EXAMPLE. _ 0) k < <>. | _ 0) k < <>. ~< #/ |%%< B%e RA |I`'a A h . SA |&k%}< - -. TAA |I '$ - h_ UA A. 34. Roots, nonverbal sentences, and pronouns. www.ebook3000.com.
(91) VAA |- #/ |m$ <>. WAA |&)k &8k}< O>. XAA 0 |8 ] / YAA. Question words Question words usually come first in Arabic, as they do in English. 3 h h _. Where do you (masc.) live? How did she find the apartment? Why did you (fem.) go to the school?. & k o< I% 1 . 9 <9 ~ & %~< #8. where?. h. when?. . how? why?. <9 ~. who?. h . what? + noun. . what? + verb. <9 & 2@ . which? masc./fem. EXERCISE. 3·4 Ask questions following the prompts. EXAMPLE. (Shukri went to the university.) |& < @'_? = . 9. A A. = . 9 <9 ~ why & < . A A. & < = . 9 how I % 1 (Nadia found her ring.) |e \ &E/ where R how S when T (They opened the box.) |K % < <] how U why V where W Forming questions. 35.
(92) (Sharif is studying history.) | < ' ? B % why X in which university Y (Ahmed ate in a restaurant.) |0 z
(93) - %*( what Z when R[ where RR with whom (masc.) RS. EXERCISE. 3·5 Decide on the correct question word to fill each gap. You will need to look at the answer following the question to confirm. EXAMPLE. |K < #8 . 9 #8 . 9 Ah. |4 <>. <>.. R. |-\ <>. %< <>.A . S. |q $ = . 9 &%~< d %*( = . 9 . AT. |&k%}< - 0. E <. AU. | h / %)$ |o E h &%. AhAW. |B % B%e #/. a /. AX. <
(94) u (8 @'_? |6< !8
(95) . AY. |" # 1 _' h &E/ # 1 u . AZ. |&%~< d h &8'^ & ko< . h _. . 36. Ah #/ AV. Roots, nonverbal sentences, and pronouns. www.ebook3000.com. AR[.
(96) ·II· PAST TENSE Arabic has only two main tenses: ◆ ◆. Past (or perfect) tense: -`~< Present/future (or imperfect) tense: ; l~<. Other verbal moods and time references are formed with modifications and additional markers, or with a combination of the two main tenses. It can be easier to study the past tense first, since it shows the root of the verb more clearly.*. *In Part I of this book, Arabic words used in the exercises were translated. In Part II and subsequent parts, it is not possible to include a translation for all the additional words. You may sometimes need to use a dictionary. However, we have strived to use high-frequency vocabulary that should be largely familiar to those learning Arabic.. 37.
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(98) Regular basic verbs and sentence structure. ·4·. Strictly speaking, the Arabic language does not have “regular” and “irregular” verbs, just many different categories of verb that largely behave predictably within their type. However, Arabic verbs based on roots of three different, stable consonants are generally called “regular,” with other types termed “irregular.”. Past tense formation and uses Basic verbs (also called form I) constructed from regular roots are the simplest type of verb. Nonbasic or “derived” forms of the verb are covered in Part IV of this book. The past tense is formed by adding subject endings to a past tense “stem.” The past tense stem of basic regular verbs is formed with the three root letters, usually separated by fath.a(a): sat. ) 1. washed.
(99) G. went out. C' \. Some past tense stems have kasra as the second vowel: drank. 4 ' ?. understood. 0 e . played. = . was/became large. ' 8 . was/became small. ' . and a few have d. amma as the second vowel:. 39.
(100) Endings are added to the stem to show the subject of the verb. The simplest of the endings is a final fatha . showing that the subject is . (he/it, or third person masculine singular): ) 1 (he sat); 0 e (he understood). The other singular and plural past tense endings are shown in the following table. The subject endings for the dual are covered in Chapter 8. PAST TENSE ENDING. EXAMPLE. SINGULAR. I /. #. . # ) 1. I sat. you (masc.) #/ . #. #. # ) 1. you (masc.) sat. # ) 1. you (fem.) sat. . ) 1. he/it (masc.) sat. # . # ) 1. she/it (fem.) sat. we h] /. . ) 1. we sat. you (masc. pl.) 0 /. 0 . 0 ) 1. you (masc. pl.) sat. you (fem. pl.) / . h. . h. ) 1. you (fem. pl.) sat. they (masc.) 0 .. *<. < ) 1. they (masc.) sat. they (fem.) h .. h. . Ah ) 1. they (fem.) sat. you (fem.) #/ he/it (masc.) . she/it (fem.) - . PLURAL. *Pronounced -ū, for example < ) 1 jalasū. The final alif is a spelling convention and is silent.. The past tense is used to talk about completed actions. C ' \ means both “he went out” and “he has gone out”; # 8 means “I wrote” and “I have written.” In other words, there is no equivalent of the English “has/have gone out,” “has/have written,” or “has/have washed.” Separate pronouns are not usually needed with an Arabic verb since the ending indicates the subject. However, pronouns are sometimes used for clarity or emphasis. ) G | $ b ~< . We washed the clothes yesterday.. | "<% < # , 8 s. She cooked lunch for us. Have you (masc.) understood the instructions? Did they carry the bags?. < <) * (
(101) . = r k } . |.) * ( / h]. No, we carried them. Did Sami drink the juice? Sami went out so I drank all the juice.. 40. I*) < # * e
(102) .. Past tense. www.ebook3000.com. ' < - 4' ?
(103) . .' < - C ' \
(104) / # $ ' o.
(105) EXERCISE. 4·1 Write the correct part of the verb in the past tense to match the subject in parentheses, and add its meaning in English. EXAMPLE. we sat ) 1 h]/ ) 1 / )1ARA h]/
(106) G ASA . 0 e ATA = AUA #/ /
(107) * (AVA 0. C' \AWA -. '8 AXA #/ = AYA 0/ 8 sAZA e R[A h. 0. EXERCISE. 4·2 Write the correct Arabic verb to match the English. EXAMPLE. # 1 ' \ you (masc.) went out I went out RAA he cooked SAA you (masc.) washed TAA you (fem.) carried UAA we understood VAA she drank WAA they (fem.) sat XAA you (masc. pl.) wrote YAA they (masc.) became bigger ZAA you (fem. pl.) played R[A. Regular basic verbs and sentence structure. 41.
(108) EXERCISE. 4·3 At a party, everyone drank something different. Write sentences using the prompts and the following additional vocabulary.. a cup of tea @? F . a cup of coffee qe^ F . a glass of milk =) ( 4 . a glass of water " 4. orange juice 6k3' $ ' . apple juice 7 3 ' . lemon juice * ' . pomegranate juice ' cola . EXAMPLE. # $' (I drank a cup of coffee.) |qe^ F ? I/cup of coffee he/glass of milk R you (masc.)/cup of tea S she/pomegranate juice T we/apple juice U you (fem.)/a glass of water V they (masc.)/cola W they (fem.)/lemon juice X you (masc. pl.)/orange juiceA Y. Past tense stems of regular roots Here are the past tense stems of regular roots introduced in Part I. Pay special attention to those that have kasra as the second vowel of the stem. left reserved attended went out. 42. J' 3 ! F ( 'l ( C' \. followed gathered burned carried. f 8 3 f * 1 K' (
(109) * (. Past tense. www.ebook3000.com. searched sat happened saved/memorized. c ] $ ) 1 H% ( (.
(110) pushed/paid returned rode fell drank hit appeared worked did cut wrote wore went down escaped. f E f 1 = dk 4' ? 4' ` ' e i
(111) *
(112) f z ^ = 8 6! / 4' .. studied went danced stole heard laughed requested learned/found out opened killed closed broke held descended. B E = . 9 j^ K' f * m ] ` = ) s 0 )
(113) ^
(114) ^ ' m d 8 .. came in mentioned drew planted resided made cooked knew washed understood jumped hated played looked.
(115) \E ' 9 0 ; h _ f 8 s '
(116) G 0 e ! ^ O' = ' g /. EXERCISE. 4·4 What do these Arabic verbs mean? EXAMPLE. they looked < ' g / # $ ' `ARA A # 8 ASAA ! / ATAA c ] $AUA A 0 3! ^ AVAA h ' 3 AWAA <^' AXA A # . ' AYAA $ ' .AZA A # _ ] `AR[A A # ) ARRAA d 8 .ARSA A # _ ARTA A h A 8 )sARUA 0 3! F (ARVA A . Regular basic verbs and sentence structure. 43.
(117) EXERCISE. 4·5 Leila had a busy day yesterday. What did she do? Write sentences using the prompts. EXAMPLE. (She drank orange juice.) |6k3' $ ' # $' ? drank/orange juice drank/a cup of coffee R washed/the clothes S drew/a picture T cooked/the lunch U played/tennis V wrote/an e-mail W rode/her bicycle X went/the park Y. EXERCISE. 4·6 Now pretend you are Leila, and write the sentences from Exercise 4.5 again. EXAMPLE. (I drank orange juice.) |6k3' $ ' # $' ?. R S AT U V W X Y. EXERCISE. 4·7 Write the correct Arabic verb to match the English. EXAMPLE. # 8 I played they (masc.) drank R she rode S. 44. Past tense. www.ebook3000.com.
(118) I requested T you (fem.) sat U we entered V he fell W she carried X he stole Y you (masc.) returned Z he resided R[ they (fem.) danced RR you (masc. pl.) reserved RS. EXERCISE. 4·8 Now choose one of the verbs you created in Exercise 4.7 to fill in the blanks in the following sentences. EXAMPLE. |-k% < # 8 f |-< 48< h ' k<. R S . 0z~< h < e1< E -\ |q%%. T. |'8_< 7' ~< ). U E < V. |6k3'8< ' < |.'ei ) &* . W. |'%~< h 3~<. X
(119) . Y. %k &b |}< K h -\ . Z. |&8 j . >< - ) <. R[. |& << & ko< - ' < . RR. n % $ &k%}< - &E/ 'eg< .
(120) . RS. Regular basic verbs and sentence structure. 45.
(121) Attached pronouns with verbs There are few things to note when adding attached pronouns to verbs, or verb + preposition combinations: 1. The final silent alif of the masculine plural is not included before an attached pronoun: They (masc.) drank the juice. They (masc.) drank it. They (masc.) reserved the seats. They (masc.) reserved them.. |'< <$ ' ? |O $ ' ? ~< < ! F ( |% k |. ! F (. 2. In a verb + preposition combination, the attached pronoun should be added to the prepo-. sition and not to the verb itself: We returned from the restaurant. We returned from it. I searched for the boys. I searched for them.. 1 |0 z ~< h 1 | |E < h # ] $ |0 e # ] $. The prepositions ilā (to) and ) alā (on) become ilay- and ) ; alay- before an attached pronoun: I went to the school. I went to it. Nadia sat on her spectacles. Nadia sat on them.. |& % ~< # 8 . 9 |e # 8 . 9 |e3 g / ) &E/ # ) 1 |e ) &E/ # ) 1. 3. The d. amma of the attached pronouns O , 0 . , and h . changes to kasra when following the. sound i, ī or ay:. We danced in the street. We danced in it. Did you (fem.) drink the juice? Did you drink it? I sat on the chair. I sat on it. The teacher looked at the boys. The teacher looked at them.. |; o< - ^ | ^ ' < ?
(122) . # $' $' ?
(123) . |- ' # ) 1 _< ) | ) # ) 1 |E < B a % ~< ' g / |0 e B a % ~< ' g /. (Note: Refer to the section “Attached pronouns” in Chapter 2 for more explanation.). 46. Past tense. www.ebook3000.com.
(124) EXERCISE. 4·9 Shorten these sentences using attached pronouns. EXAMPLE. | f # 8 A|-k% # 8 A |'k< <) \E RA |3~< h ] $ SA |&8 ^' TA . >< - < |= _~< 8 . 9 UA |'8_< 7' ^ VA ~< ) # |6k3'8< ' <$ '? E < WA 0 1 0z~< h XA q g< ) # )1
(125) . YA < #1 ' \ ZA |q'F o< h I<' o } |#8< h <1' \ R[A # 1 RRA |-r^% |L < ) <)1 RSA |I8< I ' g / RTA |&)*< q < O>. <* RUA |j,o< <>. h * RVA < <)* ( 61 '< RWA |&)k < &8k} . Word order and singular/plural agreement In Arabic the verb can come before or after the subject. This is largely a matter of emphasis and/or formality. If the subject is first, it is often preceded by in written Arabic. is not directly translatable, but comes close to the archaic English “verily.”. The thief stole my watch.. 2|e1< |e1< E # 8 -\ E -\ # 8 . |- K ' j. a) < 2|- a) < K ' j. Mona cooked the vegetables.. < # , 8 s < # , 8 s | l 2| l . My sister rode her bicycle.. Regular basic verbs and sentence structure. 47.
(126) EXERCISE. 4·10 EXAMPLE. Rewrite the sentences using .. < |- ' %<. |- % ' |& ' < @'_?
(127) \E R |< h* - # E S ! ^ T |(the fence) C< }< h a K |&$'< & )n < - $< # E U. |6k3'8< ' %< 4 '? V < #1 ' \ W |q'F o< h I<' o } ~< = . 9 X |8 _ '% |"<% < ) # ,8 s Y < j |&8k} ) < K ' Z |q%r ~< ) 3~< &E/ # ' 3 R[. If a verb comes after a plural subject, it will also be plural: The boys drank the orange juice. The thieves stole my watch. The (female) nurses entered the hospital.. |6k3' 8< ' <$' ? E < A . |- <^' P )n < A A | o ~< h ) \E I`'a * ~< A. However, if the verb is placed before a plural subject, it will be singular. Look again at the preceding sentences, this time with the verb placed first: |6k3' 8< ' E < 4' ? |- P )n < K ' | o ~< I`'a * ~< #) \E The verb is now either masculine or feminine singular, depending on the gender of the subject, but not plural.. 48. Past tense. www.ebook3000.com.
(128) EXERCISE. 4·11 Change these sentences to put the verb first.. |& ' < E <
(129) \E |& ' < <) \E E < . EXAMPLE. |'< <$ '? E < R . |#8< h h 1 ' \ I8<. S |J8 o< <] n P) < T
(130) U < - <^ |&)} (my friends) -r^% |;* 1 < ' l a % ~< V ( I. |& %*) &)*1 q <* 6s< W. |&< h ) \E (female students) I8 z< X '< Y |" & < &< ( <) * 61. . Any second or subsequent verb after the subject will be plural: singular verb + subject + plural verb The actors went in and sat down in the theater. The girls opened the door and looked at the plane.. |7' a * ~<
(131) \E ~< - < ) 1 ) |q' r z< ' g / 48< I 8< # ] . EXERCISE. 4·12 Write the correct part of the past tense verb in parentheses to complete the sentences. EXAMPLE. |&8 _ ~< =.9 <8 . 9 &)k< = _< 61'<
(132) *(
(133) * ( |&( ' ~< ( |&k%}< - = |m]`. ) *~< )1. R. I8< C'\ . S. f* - % ^ -r^. T. Regular basic verbs and sentence structure. 49.
(134) |e ) 6<< K' . J8 o< P n )n < . U. |&< =.9. zk< I8 z< = . V. |(their heads) 0e w 7'1 . C< h E < dk a. W. =) ~< 8b< =.9. X. = ) < h* 6s< f E. Y. 8z ~< (female neighbors) I< <
(135) \E. Z. |I o< 8 |#8< e$ f1 |u "<% < 8s |; o< - j^ . K% < B< J'3. R[. Forming the past tense negative with There are two ways of forming a past tense negative: 1. past tense verb 2. 0 modified present tense verb. The second method will be covered in Chapter 20 in the section “Past tense negative with 0 .” The simplest way of expressing a past tense negative is by adding (not) directly in front of a past tense verb. This produces the meaning of “didn’t . . .” or “hasn’t/haven’t . . .”: I didn’t drink/haven’t drunk the juice. We didn’t hear/haven’t heard about this person here. Nadia didn’t cook/hasn’t cooked the vegetables.. |'< # $' ? | . j, o< <>. h * < &E/ # , 8 s A A | l . EXERCISE. 4·13 EXAMPLE. Make these sentences and questions negative using .. |I*)< #*e |I*) < #* e | q'r z< # 8 R |&%~< O>. h <* S ;* 1 < <>. I ' l ( <9~ T |e ) &( ' ~< g ( U. 50. Past tense. www.ebook3000.com.
(136) |+< e ' G h - # 1 ' \ V |&`~< &< & /. ' < h E I8 z< W | < I$z < # ^' ( X n 0z ~< 0' 3 <9~ Y # 8 )s Z |qe^ F |L < ) <)1 E < R[ . EXERCISE. 4·14 Everyone is trying to help organize a family reunion, but only some things have been completed. Use the additional vocabulary and the prompts to make sentences.. flowers . . band &^' . EXAMPLE. invitations I<E. falafel
(137) b. hall &. menu &* r ^. suit &> $. bread !8 \. |I<% < # 8 h _ &< &E/ I ! F( Nadia: reserve hall ✓/write invitations ✗ (Nadia reserved the hall but she didn’t write the invitations.) Shukri: reserve band ✓/search for his suit ✗ R. Nadia’s mother: go to market ✓/cook falafel ✗ S. Nadia’s father: wash car ✓/pay for (the price of ) the flowers ✗ T. Nadia’s uncle 0 : write menu ✓/order (request) bread ✗ U The children: draw the pictures ✓/memorize their play ✗ V. Regular basic verbs and sentence structure. 51.
(138) EXERCISE. 4·15 Now imagine you are asking questions about how the party arrangements are coming along. Look at Exercise 4.14 and write two questions and answers for each person. Use attached pronouns in your answers, as in the example. EXAMPLE. Nadia |e3! F ( 0/ &< &E/ I ! F (
(139) . (Did Nadia reserve the hall? Yes, she reserved it.). |e 8 I<% < # 8
(140) . (Did she write the invitations? No, she didn’t write them.) Shukri R. Nadia’s mother S. Nadia’s father T. Nadia’s uncle U. The children V. Changes to the object of verbs Arabic has a system of grammatical case endings, largely confined to formal, religious and literary Arabic. Generally these case endings are written as additional final vowel marks and can stay on the peripheries of awareness, at least until the fundamentals are well established. However, from time to time the case endings affect the main spelling, and these instances need to be registered ) of a at an earlier stage. One of these instances concerns the object of verbs. The subject (
(141) < verb is the person or thing that carries out an action and the object ( $ A6 ~<) is the person or thing that “receives” the action of a verb. In the sentence “Adel drank the juice,” “Adel” is the subject and “the juice” is the object.. 52. Past tense. www.ebook3000.com.
(142) Alif tanwı¯n The object of a verb is grammatically accusative. If an Arabic noun is accusative indefinite (i.e., meaning a/an or some) and does not end in tāʹ marbūt.a (q), it will usually be written with an additional alif tanwīn ( <u pronounced -an). Compare the same sentences with definite and indefinite objects: # 8 |- u $z \. I wrote a letter to my mother.. # 8 |- 4z <. I wrote the letter to my mother. We didn’t attend a meeting in the school yesterday. We didn’t attend the school meeting yesterday. | & %~< - u * 1< /' l ( . | & %~< ;* 1< /' l ( |&) ]) 0 <u 6s<. The children drew (some) pictures for the party. |&) ]) 0 . 0 6s< . The children drew their pictures for the party.. |<u >> u _* 8 s. Sameh cooked (some) delicious fish.. |>>) < m*< 8 s. Sameh cooked the delicious fish. EXERCISE. 4·16 Translate the English into Arabic, using alif tanwīn where necessary. EXAMPLE. I ! F ( I reserved a seat. |<u % k |% k ~ < I ! F ( I reserved the seat. Did you (masc.) reserve a seat on the train? R My son drank (some) milk. S The thieves stole my bag… T …and they stole a beautiful ring. U Sameh carried a large bag. V I carried the heavy books. W We ordered (some) bread… X …but we didn’t order the fish. Y. Regular basic verbs and sentence structure. 53.
(143) Sound masculine plural as the object of a verb The sound masculine plural (SMP) is used for some groups of males (or of mixed gender). It is e 2B e (engineer/engineers). This generally formed by adding to the singular word: % % ending changes to h when the SMP is the object of a verb whether definite or indefinite: The engineers (subject) went to the tower.. |C' 8< %e~< = . 9 . We followed the engineers (object) to the tower.. |C'8< t %e~< 8 3. Some clowns (subject) jumped onto the stage. The boy drew some clowns (object) in his picture.. |7' ! ^ ~< ) 1'a e |3 - t1 'a e . 0 % <. EXERCISE. 4·17 Put these sentences in the correct order. EXAMPLE. |f ~< %e~< = . 9 = . 92f ~<2 %e~<2 (The engineers went to the factory.). ~<2= 2 z ' k< R &k%}<2 * 2t8b<2- S z<26 <2
(144) \E 2& T. - 2I ' 9 2-$z\2t) a * ~< U t\8z<2
(145) .2 % $2. # ' 3 2"<% < V <2C ' \2 k8<2K W h2 l %~<2% $2 % < XA a )12B 8b<22 ' _ ?2<9 ~2t$ a % ~< Y . 54. Past tense. www.ebook3000.com.
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