Arabic Immersion Training Guide

Arabic Immersion Training Guide 02.2009 Version Arabic Immersion 2009 Edition. Philippines-Australia BEAM Project. All Rights Reserved. Writers - Qamar Saeed, Abdulhadi Macarangkat, Rigan S. Alam, Ansano Macalawi, Mohammad Shaber Arsad, Noor Saada Editor – Rigan S. Alam Version 02.2009 2 Arabic Immersion Message The introduction of the ALIVE Program (two new subjects - Arabic Language and Islamic Values Education) into Public Schools is a very significant development in acknowledging and addressing the educational needs of Muslim children. It has been an honor for BEAM to assist DepEd in the development and implementation of this program and in the provision and delivery of the ALIVE Orientation Program for School Heads. This special Orientation Program has 3 parts: the Operations Manual, the Cultural Immersion part and the Language Immersion component. The following module is the core of the third part on Language Immersion. This module has been developed in response to the express difficulty of the school heads to monitor the ALIVE classes because of language barriers. They have indicated that the language difficulty hinders them providing critical inputs on how to improve the quality of teaching and learning in ALIVE classes. This Arabic language immersion program is the product of the expressed needs of the School Heads and of the trialing that has occurred in Region XI. The program is an introduction to the Arabic Language and covers the alphabet, vowels and diphthong; the manuscript and cursive forms; and common expressions and basic conversation drills. We hope the program provides a bridge to cut across the cultural and language barriers and tears down stereotypes and prejudices and provides the beginning of a shared future for all Filipinos. Ian D’Arcy Walsh Australian Project Director, BEAM Susana Teresa B. Estigoy Philippine Project Manager, BEAM 10th February 2009 Version 02.2009 3 Arabic Immersion Table of Contents Page Introduction ------------------------------------------------------------------------Unit 1 – The Arabic Alphabet, Vowels and Diphthong --------------------Lesson 1.1 - The Arabic Alphabet (Al-Hurūful Hijja-iyyah) -----------------1.1 a - The Arabic Consonants: Phonemes and Allophonic Sub members --------------------------------------------------1.1 b – The Arabic Consonants: Letter Series -----------------1.1 c – The Arabic Consonants: Similar Forms ---------------- 5 7 9 Lesson 1.2 - The Short Vowels (Al-Harakāt) ------------------------------------ 65 Lesson 1.3 - The Long Vowels (Hurūf Al-Mudūd) ----------------------------- 83 Lesson 1.4 – Al-Sukūn -------------------------------------------------------------- 91 Lesson 1.5 – Nunnation (Al-Tanwīn) --------------------------------------------- 95 Lesson 1.6 – Al-Tashdīd ------------------------------------------------------------ 99 Lesson 1.7 - The Diphthongs (Hurūf Al-Layn) ---------------------------------- 103 Unit 2 – The Cursive Forms ------------------------------------------------------ 107 Lesson 2.1 - The Initial Form ------------------------------------------------------ 109 Lesson 2.2 - The Medial Form ----------------------------------------------------- 119 Lesson 2.3 - The Final Form ------------------------------------------------------- 129 Lesson 2.4 - The Independent Letters --------------------------------------------- 139 10 35 41 Unit 3 – Common Expressions and Basic Conversations ------------------- 143 Lesson 3.1 – Greetings -------------------------------------------------------------- 145 Lesson 3.2 – Muslim Expressions ------------------------------------------------- 147 Lesson 3.3 – Going to School ------------------------------------------------------ 149 Lesson 3.4 – Inside the Classroom ------------------------------------------------ 151 Lesson 3.5 – Recess ----------------------------------------------------------------- 153 Lesson 3.6 – Going Home ---------------------------------------------------------- 155 Lesson 3.7 – Holidays --------------------------------------------------------------- 157 Appendix: Arabic Words in English ----------------------------------------References ---------------------------------------------------------------------------- 159 162 Version 02.2009 4 Arabic Immersion Introduction “Thought is the blossom; language the bud; action the fruit behind it.” Ralph Waldo Emerson 19th century American essayist leader of transcendentalism “Thought is the Blossom” School Heads and program implementers while eagerly implementing the Arabic Language and Islamic Values Education (ALIVE) Program as a DepEd thrust saw their need to immerse into the culture and language of the Muslim children. While cultural immersion has been integrated in the Orientation of the ALIVE Manual of Operations, they have no background on Arabic Language and so find difficulty in assisting the asatidz in their classroom work, especially in lesson planning, teaching strategies and learning assessment. Last year, the leadership of DepEd RO XI requested the BEAM Project to design a basic Arabic training as a way to immerse these school heads and program implementers into the language. “Language the Bud” This three-day Arabic immersion program is an introduction to the Arabic Language. In particular, this program will cover the alphabet, vowels and diphthong; the manuscript and cursive forms; and common expressions and basic conversation drills. There will be a combination of short lectures and workshops. The lectures are meant to explain the concepts while the workshops are meant to drill the participants. This module provides continuity of learning after the three days immersion. School heads and other program implementers can follow-up their interest with their asatidz. “Action the Fruit behind it” Recently, a large number of individuals around the globe wish to learn Arabic because of its political importance. It is an official language of the twenty-one (21) member states of the Arab League and the Organization of Islamic Conference (OIC). The OIC is the organization that has been our government partner in the peace processes in Mindanao since the 70s. Gradually the need of knowing Arabic has also been enhanced because of the overwhelming importance of the Arabic - speaking countries in international commerce, finance and sources of energy. In fact, Arabic immersion is included in the pre-departure briefing of Filipino overseas contract workers bound for Middle East countries. Version 02.2009 5 Arabic Immersion Arabic is not exclusive to Muslims. In the Middle East, it is the language of both Muslim and Christian Arabs. In fact it is also the liturgical language of the Maronite Christians worldwide. Among Muslims, the language of the Qur'an and Sunnah is Arabic, and therefore it is the main source of communication about Islamic culture. Consequently, Arabic language is nowadays being taught nationwide mainly to Muslim children in our public schools. The idea of learning one’s language and culture is that it could lead to a more compassionate population and a welcome manifestation of national diversity within the framework of respect, tolerance and harmony; where Muslim students know themselves better than they have started and acknowledge that others can be right in being different. For many non-Muslims, Arabic language is seems mysterious and captivating like the one thousand and one night tales. This Arabic immersion provides them the bridge to cut across the cultural and language barrier and to appreciate the other – Muslims – for who they really are. Language can bridge this gap. Hopefully, by bridging this gap, we tore down stereotypes and prejudices against each other and provide the beginning of a shared future for all Filipinos. Version 02.2009 6 Arabic Immersion Unit 1 – The Arabic Alphabet, Vowels, Diphthongs and Other Diacritics Objectives At the end of the day, the participants are expected to:  Identify properly the letters of the Arabic Alphabet  Recognize the short and long vowels, diphthongs, Al-Sukun, Al-Tanween and Al-tashdīd of the Arabic Language  Read from one to three syllables  Correct misconceptions about the Arabic Language Version 02.2009 7 Arabic Immersion Recognizing Prior Knowledge Instruction:  This activity recognizes the stock knowledge of the participants about Arabic.  There are three (3) questions the participants need to respond to: firstly, the letters of the Arabic Alphabet they are familiar with; secondly, the Arabic vowels and thirdly, about Arabic diphthongs.  Revisit the responses after completing all four (4) lessons of Unit 1. This will help determine pre- and post- learning. 1. Write down the letters of the Alphabet you are familiar with. Write one letter only in every box. Version 02.2009 8 Arabic Immersion Lesson 1.1 - The Arabic Alphabet (Al-Huruful Hijja-iyyah) The Arabic Language The Arabic Language is the largest living member of the Semitic language family (Arabic, Amharic, Tigrinya, and Hebrew), known to be the most spoken Semitic language in the world with about 206 million first language speakers. It has been a literary language for over 1500 years, and is the liturgical language of Islam which is widely spoken in Arab world. Arabic is the language of Qur’an, the holy book of Muslims. Arabic is often associated with Islam, but it is also spoken by Arab Christians, Mizrahi Jews, Iraqi Mandaeans, and Syrian Druze. This implies that Arabic language does not necessarily fit into place with any religious affiliation, but a plain language. The Arabic Letters The Arabic Alphabet evolved from the Nabataean Aramaic script. It has been used since the 4th century AD, but the earliest document, an inscription in Arabic, Syriac, and Greek, dates from 512 AD. The Aramaic language has fewer consonants than Arabic, so during the 7th century new Arabic letters were created by adding dots to existing letters in order to avoid ambiguities. Further diacritics indicating short vowels were introduced, but are only generally used to ensure the Qur'an was read aloud without mistakes. Arabic texts are written from right to left in contrast with English texts. Version 02.2009 9 Arabic Immersion Lesson 1.1a – The Arabic Consonants: Phonemes and Allophonic Sub members The Anatomy of the Oral Cavity Hard Palate Soft Palate (Velum) Uvula Upper Teeth Tongue Upper and Lower Lips Pharynx Lower Teeth Glottis Version 02.2009 10 Arabic Immersion 1. The Bilabial Consonants Bilabial: In phonetics, a bilabial consonant is a consonant articulated with both lips. ‫و‬ ‫م‬ ‫ب‬ Illustration for Point of Articulation ‫ب‬ Upper Lip ‫م‬ Lower Lip ‫و‬ Version 02.2009 11 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 12 Arabic Immersion 2. The Labio-dental Consonant Labiodental: articulated between the lower lip and the upper teeth. ‫ف‬ Illustration for Point of Articulation ‫ف‬ Upper Teeth Lower Lip Version 02.2009 13 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of the letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. This will be repeated until all learners have participated. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 14 Arabic Immersion 3. The Dental Consonants Dental: articulated between the front of the tongue and the top teeth. In linguistics, a dental consonant or dental is a consonant that is articulated with the tongue against the upper teeth, such as /t/, /d/, /n/, and /l/ in some languages. Dentals are primarily distinguished from sounds in which contact is made with the tongue and the gum ridge, as in English (see Alveolar consonant), due to the acoustic similarity of the sounds and the fact that in the Roman alphabet they are generally written using the same symbols (t, d, n, and so on). ‫ت‬ ‫د‬ Illustration for Point of Articulation ‫ت‬ ‫د‬ Top Teeth Tongue Front of the Tongue Version 02.2009 15 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 16 Arabic Immersion 4. The Inter-dental Consonants Interdental consonants are produced by placing the blade of the tongue against the upper incisors. This differs from a dental consonant in that the tip of the tongue is placed between the upper and lower front teeth, and therefore may articulate with both the upper and lower incisors, while a dental consonant is articulated with the tongue against the back of the upper incisors. ‫ث‬ ‫ذ‬ Illustration for Point of Articulation ‫ث‬ ‫ذ‬ Upper Incisor Tongue Blade of the Tongue Version 02.2009 17 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 18 Arabic Immersion 5. The Alveolar Consonants Alveolar consonant: articulated between the front of the tongue and the ridge behind the gums (the alveolus). ‫س‬ ‫ز‬ ‫ر‬ ‫ن‬ ‫ل‬ Illustration for Point of Articulation ‫ر‬ Alveolus ‫ز‬ Tongue ‫س‬ Front of the Tongue ‫ل‬ Version 02.2009 ‫ن‬ 19 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 20 Arabic Immersion 6. The Velarized Consonants Velarization. A velarized sound is one that is produced with tongue flattened and grooved from the mid back _ i.e., at a point contiguous to the velum (soft palate). Velarization, then, is a feature of sound modification effected by flattening and grooving of the tongue at the velar point of articulation. ‫ط‬ ‫ص ض‬ ‫ظ‬ Illustration for Point of Articulation ‫ص‬ Soft Palate (Velum) ‫ض‬ Tongue ‫ط‬ ‫ظ‬ Version 02.2009 21 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 22 Arabic Immersion 7. The Alveo-palatal Consonants In phonetics, alveolo-palatal (or alveopalatal) consonants are palatalized postalveolar fricatives, articulated with the blade of the tongue behind the alveolar ridge, and the body of the tongue raised toward the palate. ‫ش‬ ‫ج‬ Illustration for Point of Articulation ‫ج‬ ‫ش‬ Version 02.2009 Soft Palate (Velum) Tongue 23 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 24 Arabic Immersion 8. The Palatal Consonant Palatal consonants are consonants articulated with the body of the tongue raised against the hard palate (the middle part of the roof of the mouth). ‫ي‬ Illustration for Point of Articulation Hard Palate ‫ي‬ Version 02.2009 Tongue 25 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of the letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. This will be repeated until all learners have participated. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 26 Arabic Immersion 9. The Velar Consonants Velars are consonants articulated with the back part of the tongue (the dorsum) against the soft palate (the back part of the roof of the mouth, known also as the velum). ‫ك‬ ‫غ‬ ‫خ‬ Back Illustration for Point of Articulation Soft Palate (Velum) ‫خ‬ ‫غ‬ Version 02.2009 ‫ك‬ Back Part of the Tongue 27 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 28 Arabic Immersion 10. The Uvular Consonant Uvulars are consonants articulated with the back of the tongue against or near the uvula, that is, further back in the mouth. ‫ق‬ Illustration for Point of Articulation Uvula ‫ق‬ Version 02.2009 29 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of the letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. This will be repeated until all learners have participated. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 30 Arabic Immersion 11. The Pharyngeal Consonants Pharyngeal: articulated between the root of the tongue and the back of the throat (the pharynx) ‫ع‬ ‫ح‬ Illustration for Point of Articulation ‫ح‬ ‫ع‬ Version 02.2009 Pharynx Root of the Tongue 31 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 32 Arabic Immersion 12. The Glottal Consonant Glottal consonants are consonants articulated with the glottis. The glottis is defined as the combination of the vocal folds and the space in between the folds (the rima glottidis). ‫ا‬ ‫ه‬ ‫ت‬ Illustration for Point of Articulation ‫هـ‬ Glottis ‫ا‬ Version 02.2009 33 Arabic Immersion Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces the root sound of every letter. 2. Randomly, the trainer will point to a letter and participants are expected to voice out the sound corresponding to that letter. 3. The trainer will call a learner and let him read a letter with proper articulation. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 4. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 5. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 34 Arabic Immersion Lesson 1.1b – The Arabic Consonants: Letter Series 1. The T Sound Series ‫ط‬ ‫ث‬ ‫ت‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces every letter. 2. The trainer will call a learner and let him read a letter with proper articulation and distinction between the letter series. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 4. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 35 Arabic Immersion 2. The H Sound Series ‫خ هـ‬ ‫تت‬ ‫ح‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces every letter. 2. The trainer will call a learner and let him read a letter with proper articulation and distinction between the letter series. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 4. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 36 Arabic Immersion 3. The D Sound Series ‫د ض‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces every letter. 2. The trainer will call a learner and let him read a letter with proper articulation and distinction between the letter series. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 4. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 37 Arabic Immersion 4. The Z Sound Series ‫ظ‬ ‫ز‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces every letter. 2. The trainer will call a learner and let him read a letter with proper articulation and distinction between the letter series. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 4. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 38 Arabic Immersion 5. The S Sound Series ‫س ش ص‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces every letter. 2. The trainer will call a learner and let him read a letter with proper articulation and distinction between the letter series. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 4. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 39 Arabic Immersion 6. The A Sound Series ‫ع‬ ‫ا‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she pronounces every letter. 2. The trainer will call a learner and let him read a letter with proper articulation and distinction between the letter series. The trainer should ensure that every letter is read properly and therefore will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one will voice out a sound, while the other identifies the letter corresponding to that sound. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. 4. Finally, the trainer will ask the participants to identify sounds they found difficult to associate. This will be processed in succeeding exercises. Exercise 2: Letter-Sound Correspondence Direction: 1. The trainer will ask two participants to form a dyad. The first will present a letter, while the other will read it. The trainer should correct the mispronounced letter referring to the correct point of articulation of the letters. This will be repeated until all learners have participated. 2. Finally, the trainer will ask the participants to identify letters they found difficult to pronounce. This will be processed in succeeding exercises. Version 02.2009 40 Arabic Immersion Lesson 1.1c – The Arabic Consonants: Similar Forms 1 – “Boat-Like” ‫ث‬ ‫ت‬ ‫ب‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask the participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check the participants’ work. Version 02.2009 41 Arabic Immersion Writing System Arabic orthography is a cursive system, running from right to left. Only consonants and long vowels are written. There is no upper and lower case distinction, nor can the isolated forms of letters normally be juxtaposed to form words. Version 02.2009 42 Arabic Immersion Direction: Trace the following letters. Version 02.2009 43 Arabic Immersion 2 – “Upside Down Number 2” ‫خ‬ ‫ح‬ ‫ج‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask the participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check participants’ work. Version 02.2009 44 Arabic Immersion Direction: Trace the following letters. Version 02.2009 45 Arabic Immersion 3 – “Inverted Letter C” ‫ذ‬ ‫د‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask the participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check participants’ work. Version 02.2009 46 Arabic Immersion Direction: Trace the following letters. Version 02.2009 47 Arabic Immersion 4 – “Half-Moon” ‫و‬ ‫ز‬ ‫ر‬ ‫ن‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask the participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check participants’ work. Version 02.2009 48 Arabic Immersion Direction: Trace the following letters. Version 02.2009 49 Arabic Immersion 5 – “Side-Up Number 3” ‫س ش‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask the participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check participants’ work. Version 02.2009 50 Arabic Immersion Direction: Trace the following letters. Version 02.2009 51 Arabic Immersion 6 – “Shoe-Head Like” ‫ط‬ ‫ص ض‬ ‫ظ‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask two participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check participants’ work. Version 02.2009 52 Arabic Immersion Direction: Trace the following letters. Version 02.2009 53 Arabic Immersion 7 – “Inverted Number 3” ‫غ‬ ‫ع‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask two participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check participants’ work. Version 02.2009 54 Arabic Immersion Direction: Trace the following letters. Version 02.2009 55 Arabic Immersion 8 – “Pole-Like” ‫ك‬ ‫ل‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask two participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check participants’ work. Version 02.2009 56 Arabic Immersion Direction: Trace the following letters. Version 02.2009 57 Arabic Immersion 9 – The Fah and Qaf ‫ف ق‬ Exercise 1: Sound-Letter Correspondence Direction: 1. In a plenary, listen to the trainer as he or she identifies and pronounces every letter. 2. The trainer will call a learner and let him identify and read the letters with proper articulation. The trainer should ensure that every letter is read properly and therefore, will make use of repetition. 3. Thereafter the trainer will ask two participants to form a dyad. The first one presents a letter, while the other identifies and reads the letter. Materials will be provided to facilitate this activity, e.g. flash card of Arabic letters. This will be repeated until all learners have participated. Exercise 2: Writing Similar Form Direction: 1. The trainer will ask two participants to trace the letters in the provided loose sheet. 2. Finally, the trainer will check participants’ work. Version 02.2009 58 Arabic Immersion Direction: Trace the following letters. Version 02.2009 59 Arabic Immersion Direction: Trace the following letters. Version 02.2009 60 Arabic Immersion Table 1 – The Letters of the Arabic Alphabet in Proper Sequence ‫ج‬ ‫ث‬ ‫ت‬ ‫ب‬ ‫ا‬ ‫ر‬ ‫ذ‬ ‫د‬ ‫خ‬ ‫ح‬ ‫س ش ص ض‬ ‫ز‬ ‫ف‬ ‫غ‬ ‫ع‬ ‫ظ‬ ‫ط‬ ‫ن‬ ‫م‬ ‫ل‬ ‫ك‬ ‫ق‬ ‫هـ ي‬ Version 02.2009 ‫و‬ 61 Arabic Immersion Exercise: Identifying Arabic and English Letters with Similar Sounds (Onset) Direction: Complete the clusters of parallel letters. English Equivalent Arabic Letter English Equivalent b ‫ب‬ m d f n ‫ف‬ gh j k l Version 02.2009 ‫ر‬ t w ‫ل‬ ‫ن‬ q r ‫ج‬ Arabic Letter ‫و‬ y 62 Arabic Immersion TRANSLITERATION TABLE (as agreed by DepEd and BEAM trainers) Arabic Name Letter English Arabic Name English Transliteration Letter A ‫ط‬ Tah . T. B ‫ظ‬ Zah . Z . Transliteration ‫ا‬ Alif ‫ب‬ Bah ‫ت‬ Tah T ‫ع‬ ‘Ain ‘A ‫ث‬ Thah Th ‫غ‬ Ghain Gh ‫ج‬ Jim J ‫ف‬ Fah F ‫ح‬ Ha H ‫ق‬ Qaf Q ‫خ‬ Kha Kh ‫ك‬ Kaf K ‫د‬ Dal D ‫ل‬ Lam L ‫ذ‬ Dhal Dh ‫م‬ Mim M ‫ر‬ Ra R ‫ن‬ Nun N ‫ز‬ Zai Z ‫و‬ Waw W ‫س‬ Sin S ‫هـ‬ Ha . H . ‫ش‬ Shin Sh ‫ي‬ Ya Y ‫ص‬ Şad . Ş. ‫ض‬ .Dad D . Version 02.2009 63 Arabic Immersion Version 02.2009 64 Arabic Immersion Lesson 1.2 - The Short Vowels (Al-harakāt) There are only three (3) short vowels in the Arabic Language. They are labeled as Fatha, Kasra, and Dhamma. Fatha and Dhamma are placed above the letter while Kasra is placed below the letter. Its rough equivalent to the vowels in the English Language is reflected below: English Equivalent Symbol/Diacritic in Arabic Name Fatha a Kasra i . Damma u Example: Using the letter Qaf. Vowel Letter with vowel Articulation a ‫ق‬ Qa ‫ق‬ Qi ‫ق‬ Qu i u Version 02.2009 65 Arabic Immersion Arabic English Equivalence Following the pronunciation guide of the Webster’s Dictionary and Thesaurus (2005), the Arabic /a/ called “Fatha” correspond to the English /ä/ and /a/, the Arabic /i/ called “Kasra” correspond to the English /i/ and the Arabic /u/ called “Dhamma” correspond to the English /oo/.  Arabic fatha /a/ as in ‘sat’, ‘bad’ and ‘have’.  Arabic kasra /i/ as in ‘bid’, ‘pin’ and ‘sin’.  Arabic dhamma /oo/ as in ‘food, ‘would’ and ‘full’. The same Arabic vowels can also be applied using Filipino words.  Arabic fatha /a/ as in ‘aba’ and ‘ama’.  Arabic kasra /i/ as in ‘sisi’ and ‘niyog’.  Arabic dhamma /oo/ as in ‘ulap’ and ‘usap’. Interestingly, when local vernaculars written using Arabic script it is called referred to as “Jawi”. IMPORTANT: The preceding exercises are mainly reading and writing drills. To break the monotony and insure participants are exposed to other communication skills, the trainer can use listening-speaking dyads. Version 02.2009 66 Arabic Immersion Exercise 1: The Vowel /a/ One Syllable Drill Direction to Students: On the first column to your left, copy the letter to the right and put the Arabic vowel /a/ above the following letters. Thereafter, read each syllable aloud. Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a syllable while the listener identifies the voiced letter. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a syllable while the listener identifies the voiced letter. The pairs change assignment and the process is repeated. Example: ma ‫م‬ ‫م‬ Start here: ‫ش‬ ‫غ‬ ‫ج‬ ‫ك‬ ‫ط‬ Version 02.2009 67 Arabic Immersion Two-Syllable Drill Direction to students: Transcribe the given word in English script into Arabic. Remember, the focus is on the vowel /a/. Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a syllable while the listener identifies the voiced letter. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a syllable while the listener identifies the voiced letter. The pairs change assignment and the process is repeated. Example: aba َ‫اََب‬ Start here for Set 1: ana hawa wara nawa kama Version 02.2009 68 Arabic Immersion Set 2: dhama awa dama . sama kafa Three-Syllable Drill Direction to students: Transcribe the given word in English script into Arabic. Remember, the focus is on the vowel /a/. Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a threesyllable word while the listener identifies the voiced letters and vowels. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a three-syllable word while the listener dyad identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Set 3: batara . lamasa Version 02.2009 69 Arabic Immersion razaqa wasala . talaba . Set 4: qara-a kataba qasada jamala faraqa Set 5: khalaqa jamasa salama qadhafa rashada Version 02.2009 70 Arabic Immersion Exercise 2: The Vowel /i/ Direction: On the first column to your left, copy the letter to the right and write the Arabic vowel /i/ below the following letters. Thereafter, read it aloud. One Syllable Drill Example: bi ‫َِب‬ ‫ب‬ Start here: ‫ف‬ ‫غ‬ ‫ج‬ ‫ص‬ ‫ذ‬ Two-Syllable Drill Direction to students: Transcribe the given word in English script into Arabic. Remember, the focus is on the vowel /i/. Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a twosyllable word while the listener identifies the voiced letter and vowel. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a two-syllable word while the listener identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Version 02.2009 71 Arabic Immersion Example: mimiَ َ‫مََم‬ Set 1 starts here: siki zini . bidi hili bili Set 2 bidhi kimi fidi . wili shiki Version 02.2009 72 Arabic Immersion Set 3 sili bi-i siri sifi . mizi Set 4 zini rifi qisi lifi tini Version 02.2009 73 Arabic Immersion Three-Syllable Drill Direction to students: Transcribe the given word in English script into Arabic. Remember, the focus is on the vowel /i/. Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a threesyllable word while the listener identifies the voiced letters and vowels. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a three-syllable word while the listener dyad identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Example: miliyi َ‫مََلََي‬ Set 1 starts here: limini ibidi misiri . qitifi witiri Version 02.2009 74 Arabic Immersion Set 2 ghirishi diliki biniyi wilibi tikishi Set 3 nitifi bishiri nighiti bilini qirini Version 02.2009 75 Arabic Immersion Exercise 3: The Vowel /u/ Direction: On the first column to your left, copy the letter to the right and write the Arabic vowel /oo/ above the following letters. Thereafter read it aloud. One Syllable Drill Example: bu َ‫ب‬ ‫ب‬ Start here: ‫ف‬ ‫ذ‬ ‫ج‬ ‫ك‬ ‫ا‬ Two-Syllable Drill Direction to students: Transcribe the given word in English script into Arabic. Remember, the focus is on the Arabic vowel /oo/. Example: bubuَ Version 02.2009 َ‫َبَََب‬ 76 Arabic Immersion Set 1 starts here: tubu dumu ruhu sudu sumu Set 2 fuzu kulu lumu muru numu Version 02.2009 77 Arabic Immersion Three-Syllable Drill Direction to students: Transcribe the given word in English script into Arabic. Remember, the focus is on the Arabic vowel /oo/. Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a threesyllable word while the listener identifies the voiced letters and vowels. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a three-syllable word while the listener dyad identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Example: sukutuَ َ‫َسَََكَََت‬ Set 1 starts here: jurusu hurufu durusu sururu shukuru Version 02.2009 78 Arabic Immersion Set 2 nufufu futuhu kutubu mudunu nujumu Version 02.2009 79 Arabic Immersion Exercise 4: Vowel Combination Direction: Transcribe the Arabic equivalent of the given words and syllables. Example: buba Set 1 starts here: bibu mima muma luza . lila Set 2 starts here: sina shari rida . ruta muda Version 02.2009 80 Arabic Immersion Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a threesyllable word while the listener identifies the voiced letters and vowels. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a three-syllable word while the listener dyad identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Set 3 starts here: shamira raqiba rahima hadiya . kutiba Set 4 starts here: harisa . uluhi . rusuli nabawi salamu Version 02.2009 81 Arabic Immersion Set 5 starts here: rujua a-idu talibu . ya-idu la-ibu Version 02.2009 82 Arabic Immersion Lesson 1.3 - The Long Vowels (Huruf Al-Mudud) As in the English Language, there are also three (3) long vowels in the Arabic. A fatha to be prolonged is followed by an alif (‫) ا‬, the kasra is followed by a yah (‫) ي‬ and dhamma is followed by waw (‫) و‬. Exception is when an alif is to be prolonged, a tilde ( ~ ) is placed above it instead. English Arabic + ‫ا‬ /ā/ Short Vowel [a] ma َ‫م‬ Long Vowel [a] (prolonged) َ‫ ي‬+ /ī/ mā ‫مَا‬ /ū/ َ‫ و‬+ Short Vowel [i] mi َ‫م‬ Long Vowel [i] (prolonged) mī Version 02.2009 َ‫مََي‬ Short Vowel [u] mu َ‫م‬ Long Vowel [u] (prolonged) mū َ‫مََو‬ 83 Arabic Immersion English Examples:  The long fatha / ā / as in ‘bag’, ‘sad’ and ‘trap’.  The long kasra / ī / as in ‘deep’, ‘leave’ and ‘deed’.  The long dhamma / ū / as in ‘mute, ‘pure’ and ‘due’. The same long Arabic vowels can also be applied using Filipino words.  The long fatha /a/ as in the first syllable in ‘maya’ and the second syllable in ‘asawa’.  The long kasra /i/ as in the second syllable in ‘iniwan’ and the first syllable in ‘dito’  The long dhamma /u/ as in the first syllable in ‘hula’ and the second syllable in ‘kinuha’. Exercise 1: The Long Vowel /ā/ Direction to Students: Transcribe the words in the left column into Arabic. Please take note of the syllable containing the long vowel /ā/. Example: bābaَ َ‫َبََاَب‬ Set 1 starts here: salāma qāla nasāra . qālā āmana Version 02.2009 84 Arabic Immersion Set 2: fāshala tafāraqa darabā . darabatā . katabā Set 3: katabatā fatahā qadayā . qālatā sārā Set 4: wajadā wajadatā ramayā rabatā . aqāmā Version 02.2009 85 Arabic Immersion Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a threesyllable word while the listener identifies the voiced letters and vowels. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a three-syllable word while the listener dyad identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Exercise 2: The Long Vowel /ī/ Direction to Students: Transcribe the words in the left column into Arabic. Please take note of the syllable containing the long vowel /ī/. Example: bībiَ َ‫َبََيَب‬ Set 1 starts here: sīru jī-a fīhi qīla nīma Version 02.2009 86 Arabic Immersion Set 2 kabīru jamīlu tawīlu . matīnu rahīma Set 3 sarīna tuqīmu nuqīmu yuqīmu malī-u Set 4 bashīru jalīsāni īmān badīlāni mushīrāni Version 02.2009 87 Arabic Immersion Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a threesyllable word while the listener identifies the voiced letters and vowels. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a three-syllable word while the listener dyad identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Exercise 3: The Long Vowel /ū/ Direction to Students: Transcribe the words in the left column into Arabic. Please take note of the syllable containing the long vowel /ū/. Example: būbuَ َ‫َبََوَب‬ Set 1 starts here: qūmu qūlu sūqu lūmu rūmu Version 02.2009 88 Arabic Immersion Set 2 mulūku yadūru tahūlu julūsu hubūbu Set 3 shurūtu . satasūqu yaqifūna sayaqūlu fayahūlu Set 4 sayalūmūna mushīrūna musāfirūna jālisūna shuyūkhu Version 02.2009 89 Arabic Immersion Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a threesyllable word while the listener identifies the voiced letters and vowels. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a three-syllable word while the listener dyad identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Version 02.2009 90 Arabic Immersion Lesson 1.4 – Al-Sukūn According to Mustafa Abdullah (2001) the Al-sukūn sign (o) is written above a letter so that no vowel follows it. Observe in the table below how the Al-sukūn is used above the letter Bah in the syllable “Ab” in the first row, above the letter Nun in the syllable “Kun” in the second row, and above the letter Rah in the word “Shirku” in the third row. Al-sukūn does not take place at the first letter of a word. English Arabic Ab َ‫اَب‬ Kun َ‫كَن‬ Shirku َ‫شَرَك‬ Note: Letters “b”, “n”, and “r” in the three syllables above are underlined so as to highlight where the Al-sukūn occurred within a group of letters. Exercise 1: The Al-Sukūn in the Middle and in the End Direction to Students: Transcribe the words in the left column into Arabic. Please review the preceding lessons on vowels for fear that confusion may possibly occur. Please note that the focus of this activity is on the Al-sukūn. Example: qad Version 02.2009 َ‫قَد‬ 91 Arabic Immersion Set 1 starts here: waqtu yusru baytu jisru hamdu Set 2 bākir shāhid . qātil āmin rāshid Set 3 dīnār zaynab mafāsīl masājid mūqinīn Version 02.2009 92 Arabic Immersion Set 4 mashhūd . maqtūl dustūr takmīl ridwān . Variation (If time allows):  Listening-Speaking Dyad – Organize the class in pairs. In every pair, one is assigned as a listener and the other a speaker. The speaker voices out a threesyllable word while the listener identifies the voiced letters and vowels. This is repeated twice and the pair change assignment.  Dyad to Dyad – to further enhance the Listening-Speaking Dyad, call on two dyads in front of the class, assigned the first dyad as a listener and the other dyad as a speaker. The speaker dyad voices out a three-syllable word while the listener dyad identifies the voiced letters and vowels. The pairs change assignment and the process is repeated. Version 02.2009 93 Arabic Immersion Version 02.2009 94 Arabic Immersion Lesson 1.5 – Nunnation (Al-Tanwīn) Mind Setting Activity Instruction:  This activity scans the knowledge of the participants about the short vowels and Al-sukūn.  They are required to fill in the table below. The focus is on the letter Nun with Al-sukūn. English Arabic ran َ‫رََن‬ َ‫جََن‬ dun َ‫يََن‬ sin َ‫فََن‬ Version 02.2009 95 Arabic Immersion Al-Tanwīn can be described as a binary of an Arabic vowel in which the one to the left stands as surrogate of the “N” sound at the end of a syllable/word (or surrogate of the letter Nun with Al-Sukūn). This means that instead of writing two letters, it is changed into just one by converting the letter Nun into a simple symbol/diacritic (double of an existing vowel in a letter). In summary, Al-tanwīn is a doubled vowel. Look at the example below how Al-tanwīn becomes constituent in the Arabic text construction. Note that when fatha becomes Al-tanwīn it is named fathatan, kasra is named kasratan, and dhamma is named dhammatan. Traditionally, letter Alif ( ‫ ( ا‬is placed after the fathatan in a word. English Arabic Single Vowel (Fatha) Ba َ‫ب‬ Al-Tanwīn /Double Vowel (Fathatan) Ban Single Vowel (Kasra) (Equivalent) َ‫ت‬ Ti Al-Tanwīn /Double Vowel (Kasratan) Tin Single Vowel (Dhamma) Ju Al-Tanwīn /Double Vowel (Dhammatan) Jun Version 02.2009 َ‫َ بَنََ ب‬ َََ‫ٍت‬ ََ َََ‫ٌج‬ َََ َ‫تَن‬ (Equivalent) َ‫ج‬ َ‫جَن‬ (Equivalent) 96 Arabic Immersion Exercise 1: Two and Three Syllables Direction to Students: Transcribe the words in the left column into Arabic. Please review the preceding lessons on vowels for fear that confusion may possibly occur. Please note that the focus of this activity is on Al-tanwīn. Example: ma’an ‫مَعََا‬ Set 1 starts here ( Fathatan) dalwan hasanan yusran daman hamdan Set 2 (Kasratan) harfin mulkin harthin sharqin burjin Version 02.2009 97 Arabic Immersion Set 3 (Dhammatan) fardun . rizqun shurbun zulmun . shartun . Set 4 (Mixed vowels/Three Syllables) qalaman miskīnun maqtūlin shārihan jalīsin Version 02.2009 98 Arabic Immersion Lesson 1.6 – Al-Tashdīd Mind Setting Activity Instruction:  Note that each word in the left column in the table below has two identical letters. Each word has two syllables splitting the identical letters and distributing them to each syllable. Thus, “ranna” is read as “ran na”.  Write the Arabic texts in the right column that best correspond to the given words in the left column as in the first row. English rannaَ Arabic َ‫رَنَن‬ sharri kullu qalla jaddi massu Version 02.2009 99 Arabic Immersion Al- Tashdīd In order to lessen the effort in writing two consecutive identical letters in a word and to avoid redundancy, Al- Tashdīd is used in Arabic texts. According to Mustafa w Abdullah (2001) the Al-Tashdīd sign ( ) or shadda is placed over a letter to guide the reader that the letter is to be read twice. As the letter is read twice, the first is with the sound of Al-Sukūn and the other is with the sound of the situated vowel above/below the Al-Tashdīd sign (w). Observe in the table below how the Al-Tashdīd is used above the letter Nun in the word “Inna” in the first row, above the letter Qaf in the word “Haqqi” in the second row, and above the letter Rah in the word “Murru” in the third row. Note that Al-Sukūn may only take place at the middle and/or last letter of a word. English Arabic Without Al-Tashdīd With Al-Tashdīd Inna َ‫اََنَن‬ َ‫اََن‬ Haqqi َ‫حََقَق‬ َ‫حَق‬ Murru َ‫مََرَر‬ َ‫مَر‬ Version 02.2009 100 Arabic Immersion Exercise 1: Direction to Students: Transcribe the words in the left column into Arabic. Please review the preceding lessons on vowels and Al-sukun for fear that confusion may possibly occur. Please note that the focus of this activity is onAl- tashdīd. Example: janna َ َ‫َجَن‬ Set 1 starts here: sirru sinnu dassa qilla jarra Set 2 mulimmu musirru naqussu .. tahiqqu nuqirra Version 02.2009 101 Arabic Immersion Set 3 ( Tanween at the end) muqallidun mudirran . mukinnin mulimman mujiddin Set 4 (With long vowels) sijjīlāni muqallidīna mukaththirūna mudarribātu murashshihīna Version 02.2009 102 Arabic Immersion Lesson 1.7 - The Diphthongs (Hurūf Al-Layn) The Arabic diphthongs are similar to its English counterpart. Nevertheless, only two of which are considered to be diphthongs in Standard Arabic (Fusha) which are labeled as “Huruf Al-Layn”. Some are included in the long vowels and others do not exist in Standard Arabic language. English Arabic /ay/ َ‫ي‬ + /aw/ َ‫و‬ + Example Words with Diphthongs: English Arabic may-lun َ‫مَيَ ٌل‬ zay-tun َ‫َت‬ ٌ ‫َزي‬ naw-mun َ‫َم‬ ٌ ‫نَو‬ maw-jun َ‫َج‬ ٌ ‫مَو‬ Version 02.2009 103 Arabic Immersion Exercise 1: /ay/ sound Direction to Students: Transcribe the words in the left column into Arabic. Note that the last syllable is with Al-Tanwīn. Example: zaydunَ َ‫َد‬ ٌ ‫زَي‬ Start here: laylun khayrun naylun haydun . raybun Exercise 2: /aw/ sound Direction to Students: Transcribe the words in the left column into Arabic. Note that the last syllable is with Al-Tanwīn. Example: hawlunَ َ‫َحَوَ ٌل‬ Start here: bawlun qawlun Version 02.2009 104 Arabic Immersion thawbun dawrun jawfun Version 02.2009 105 Arabic Immersion Version 02.2009 106 Arabic Immersion Unit 2 – The Cursive Forms Objectives At the end of the day, the participants are expected to:  Transcribe the initial, medial, final and independent forms of the Arabic alphabet  Write words in cursive form  Appreciate the uniqueness of Arabic cursive writing Version 02.2009 107 ‫‪Arabic Immersion‬‬ ‫‪Recognition of Prior Knowledge‬‬ ‫‪Direction: From the Arabic paragraph listed below, identify as many Arabic letters as‬‬ ‫‪possible. Write the letters in the table provided below.‬‬ ‫‪Cursive Writing in Arabic‬‬ ‫إ ّنَاللغةََالعربيةَجسٌرَيصَلَبهَالمسلمَلفهمَالقرآنَالكريمَوَ‬ ‫األحاديثَالنبويةَوَالكتبَالمهمةَالَمدونةَبالعربية‪َ.‬قالَ‬ ‫القائلَ‪َ:‬ليسَالفتىَالذيَيقولَكانَأبيََوَلكنَالفتىَالذيَ‬ ‫يقولَهأنذا‪َ.‬كنَنملةَوَتأكلَسكرا‪َ.‬منَماتَاليومَسلمَمنَ‬ ‫ذنبَبكرٍة‪َ.‬الَصديقَإالَفيَوقتَالضيق‪.‬‬ ‫‪108‬‬ ‫‪Version 02.2009‬‬ Arabic Immersion Lesson 2.1 - The Initial Form The 28 letters of the Arabic alphabet transform into various forms. Letters can have anything from one to four character forms. Three letters have 4 character forms; nineteen letters have 2 essential forms; and the remaining six letters have only 1 essential form. These six letters will be introduced exclusively in Lesson 2.4. Let us start with the initial form of a letter in a word. Note: Letters Alif, Dal, Dhal, Rah, Zay, and Waw are not included here. Exclusive explanation about them will follow (lesson on individual letters). Example Words Initial Form Original Form َ‫بـَطلت‬ َ‫بَـسط‬ َ‫بـَر‬ ‫بـ‬ ‫ب‬ َ‫تَـسَـنَف‬ َ‫تَِـحق‬ َ‫تَـم‬ ‫تـ‬ ‫ت‬ َ‫ثَـقي ٌل‬ َ‫ثَـل ٌج‬ َ‫ثَـق‬ ‫ثـ‬ ‫ث‬ َ‫جـملت‬ َ‫جـف ٌن‬ َ‫جـَس‬ ‫جـ‬ ‫ج‬ َ ‫حَـفي‬ ٌ‫ظ‬ َ‫حَـمل‬ َ‫حـَب‬ ‫حـ‬ ‫ح‬ َ‫خَـلصت‬ َ‫خَـسر‬ َ‫خـَل‬ ‫خـ‬ ‫خ‬ َ‫سَـلَطَت‬ َ‫سَـمح‬ َ‫سَـن‬ ‫سـ‬ ‫س‬ َ‫شَـعري‬ َ‫شَـتَم‬ َ‫شَـم‬ ‫شـ‬ ‫ش‬ َ‫ب‬ ٌ َ‫صَـلَي‬ َ‫صَـح ٌن‬ َ‫صَـب‬ ‫صـ‬ ‫ص‬ َ‫ف‬ ٌ ‫ضَـعي‬ َ‫ضَـعف‬ َ‫ضَـب‬ ‫ضـ‬ ‫ض‬ َ‫طَلَبَت‬ َ‫طَف ٌل‬ َ‫طَل‬ ‫طـ‬ ‫ط‬ َ‫ظَهيٌر‬ َ‫ظَلم‬ َ‫ظَل‬ ‫ظـ‬ ‫ظ‬ Version 02.2009 109 ‫‪Arabic Immersion‬‬ ‫‪110‬‬ ‫ع‬ ‫عـ‬ ‫عَمَ‬ ‫عَلمَ‬ ‫عَظي ٌمَ‬ ‫غ‬ ‫غـ‬ ‫غَلَ‬ ‫غَسَـلَ‬ ‫غَلظتَ‬ ‫ف‬ ‫فـ‬ ‫فَِ ٌمَ‬ ‫فَصلَ‬ ‫فَحَسَـتَ‬ ‫ق‬ ‫قـ‬ ‫قَِصَ‬ ‫قَل ٌمَ‬ ‫قَِنفـ ٌذَ‬ ‫ك‬ ‫كـ‬ ‫كَمَ‬ ‫كَسـ ٌلَ‬ ‫كَشـفتَ‬ ‫ل‬ ‫لـ‬ ‫لَنَ‬ ‫لَيَسَ‬ ‫لَصقَتَ‬ ‫م‬ ‫مـ‬ ‫مَ ٌخَ‬ ‫مَنحَ‬ ‫بَ‬ ‫مَسـب ٌ‬ ‫ن‬ ‫نـ‬ ‫نَصَ‬ ‫نَفخَ‬ ‫نَقسمَ‬ ‫هـ‬ ‫هـ‬ ‫هَمَ‬ ‫هَجرَ‬ ‫هَلكتَ‬ ‫ي‬ ‫يـ‬ ‫يَمَ‬ ‫يَلجَ‬ ‫يَشمَلَ‬ ‫‪Version 02.2009‬‬ Arabic Immersion Exercise 1: Rewrite the following letters in initial form. ‫خ‬ ‫خـ‬ ‫خـ‬ ‫خـ‬ ‫خـ‬ ‫خـ‬ Version 02.2009 ‫ح‬ ‫حـ‬ ‫حـ‬ ‫حـ‬ ‫حـ‬ ‫حـ‬ ‫ج‬ ‫جـ‬ ‫جـ‬ ‫جـ‬ ‫جـ‬ ‫جـ‬ ‫ث‬ ‫ثـ‬ ‫ثـ‬ ‫ثـ‬ ‫ثـ‬ ‫ثـ‬ ‫ت‬ ‫تـ‬ ‫تـ‬ ‫تـ‬ ‫تـ‬ ‫تـ‬ ‫ب‬ ‫بـ‬ ‫بـ‬ ‫بـ‬ ‫بـ‬ ‫بـ‬ 111 ‫‪Arabic Immersion‬‬ ‫س‬ ‫سـ‬ ‫سـ‬ ‫سـ‬ ‫سـ‬ ‫سـ‬ ‫‪112‬‬ ‫ش‬ ‫شـ‬ ‫شـ‬ ‫شـ‬ ‫شـ‬ ‫شـ‬ ‫ص‬ ‫صـ‬ ‫صـ‬ ‫صـ‬ ‫صـ‬ ‫صـ‬ ‫ض‬ ‫ضـ‬ ‫ضـ‬ ‫ضـ‬ ‫ضـ‬ ‫ضـ‬ ‫ط‬ ‫طـ‬ ‫طـ‬ ‫طـ‬ ‫طـ‬ ‫طـ‬ ‫ظ‬ ‫ظـ‬ ‫ظـ‬ ‫ظـ‬ ‫ظـ‬ ‫ظـ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫ع‬ ‫عـ‬ ‫عـ‬ ‫عـ‬ ‫عـ‬ ‫عـ‬ ‫‪113‬‬ ‫غ‬ ‫غـ‬ ‫غـ‬ ‫غـ‬ ‫غـ‬ ‫غـ‬ ‫ف‬ ‫فـ‬ ‫فـ‬ ‫فـ‬ ‫فـ‬ ‫فـ‬ ‫ق‬ ‫قـ‬ ‫قـ‬ ‫قـ‬ ‫قـ‬ ‫قـ‬ ‫ك‬ ‫كـ‬ ‫كـ‬ ‫كـ‬ ‫كـ‬ ‫كـ‬ ‫ل‬ ‫لـ‬ ‫لـ‬ ‫لـ‬ ‫لـ‬ ‫لـ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫م‬ ‫مـ‬ ‫مـ‬ ‫مـ‬ ‫مـ‬ ‫مـ‬ ‫‪114‬‬ ‫ن‬ ‫نـ‬ ‫نـ‬ ‫نـ‬ ‫نـ‬ ‫نـ‬ ‫هـ‬ ‫هـ‬ ‫هـ‬ ‫هـ‬ ‫هـ‬ ‫هـ‬ ‫ي‬ ‫يـ‬ ‫يـ‬ ‫يـ‬ ‫يـ‬ ‫يـ‬ ‫‪Version 02.2009‬‬ Arabic Immersion Exercise 2: Letter Transformation Direction to Students: Transcribe the letters in the left column in cursive form and place it to the right column as in the example. Observe the form of a letter in the beginning of a word. Example: َ‫سََب‬ َ‫سَـب‬ Set 1 starts here: َ‫مََس‬ َ‫بََل‬ َ‫شََم‬ َ‫ظََل‬ َ‫لََف‬ Set 2 َ‫َجََل‬ َ‫تََم‬ َ‫ثََق‬ Version 02.2009 115 Arabic Immersion َ‫حََل‬ َ‫ضََم‬ Exercise 3: Word Transliteration Direction to Students: In the right column, write the Arabic words in cursive form that correspond to the words in the left column as in the example. Observe the form of a letter in the beginning of a word. Example: lanَ َ‫لَن‬ Set 1 starts here: min hal . shaqqa ghatta .. yalla Version 02.2009 116 Arabic Immersion Set 2: janna khalla massa ghumma qassa .. Version 02.2009 117 Arabic Immersion Version 02.2009 118 ‫‪Arabic Immersion‬‬ ‫‪Lesson 2.2 - The Medial Form‬‬ ‫‪Original Form‬‬ ‫‪Medial Form‬‬ ‫‪119‬‬ ‫‪Example Words‬‬ ‫ب‬ ‫ـبـ‬ ‫صَـبـَ ٌحَ‬ ‫تسَـبَـبَ‬ ‫ت‬ ‫ـتـ‬ ‫فَـتَـشَ‬ ‫سَـتَِـحَقَ‬ ‫ث‬ ‫ـثـ‬ ‫يَـثَـقَ‬ ‫يَـمَـثَـلَ‬ ‫ج‬ ‫ـجـ‬ ‫سَـجـَلَ‬ ‫سَ‬ ‫مَجَـل ٌ‬ ‫ح‬ ‫ـحـ‬ ‫مَـحـَتَ‬ ‫يَـحَـسـنَ‬ ‫خ‬ ‫ـخـ‬ ‫صَ‬ ‫شَـخَـ ٌ‬ ‫يَـخَِـفـيَ‬ ‫س‬ ‫ـسـ‬ ‫مَـسَـحَِ‬ ‫ـنَ‬ ‫مـسَـكي ٌ‬ ‫ش‬ ‫ـشـ‬ ‫نَـشَـطَ‬ ‫يـشَـتِـمَ‬ ‫ص‬ ‫ـصـ‬ ‫بَ‬ ‫نَـصَـ ٌ‬ ‫ـحَ‬ ‫مَـصَِـطَـل ٌ‬ ‫ض‬ ‫ـضـ‬ ‫قَـضَـيَ‬ ‫يَـقَـتَـضَـيَ‬ ‫ط‬ ‫ـطـ‬ ‫بـطَ ٌلَ‬ ‫مـسـتـطَيـ ٌلَ‬ ‫ظ‬ ‫ـظـ‬ ‫يـظَلَ‬ ‫مـظَلـمَ‬ ‫ع‬ ‫ـعـ‬ ‫تَ‬ ‫نـعـ ٌ‬ ‫جَـعَـلَـتَ‬ ‫غ‬ ‫ـغـ‬ ‫بـغـ ٌلَ‬ ‫يَـغِـشِـيَ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫‪120‬‬ ‫ف‬ ‫ـفـ‬ ‫حَـفِـلَ‬ ‫يـفـتـشَ‬ ‫ق‬ ‫ـقـ‬ ‫يـقَـصَ‬ ‫يـنَـقَِـسَـمَ‬ ‫ك‬ ‫ـكـ‬ ‫سَـكَـتَ‬ ‫نـكَـتـفيَ‬ ‫ل‬ ‫ـلـ‬ ‫تَـلَـيَ‬ ‫ـسَ‬ ‫جَـلَـي ٌ‬ ‫م‬ ‫ـمـ‬ ‫سَ‬ ‫شَـمَـ ٌ‬ ‫يَـمَـضـيَ‬ ‫ن‬ ‫ـنـ‬ ‫ظَنـيَ‬ ‫مَـنَـحـتَ‬ ‫هـ‬ ‫ـهـ‬ ‫يَـهـمَ‬ ‫سَـهَـلـتَ‬ ‫ي‬ ‫ـيـ‬ ‫ضَ‬ ‫حَـيـ ٌ‬ ‫قَـبَـيَـلَ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫‪Exercise 1: Rewrite the following letters in medial form.‬‬ ‫ب‬ ‫ـبـ‬ ‫ـبـ‬ ‫ـبـ‬ ‫ـبـ‬ ‫ـبـ‬ ‫‪121‬‬ ‫ت‬ ‫ـتـ‬ ‫ـتـ‬ ‫ـتـ‬ ‫ـتـ‬ ‫ـتـ‬ ‫ث‬ ‫ـثـ‬ ‫ـثـ‬ ‫ـثـ‬ ‫ـثـ‬ ‫ـثـ‬ ‫ج‬ ‫ـجـ‬ ‫ـجـ‬ ‫ـجـ‬ ‫ـجـ‬ ‫ـجـ‬ ‫ح‬ ‫ـحـ‬ ‫ـحـ‬ ‫ـحـ‬ ‫ـحـ‬ ‫ـحـ‬ ‫خ‬ ‫ـخـ‬ ‫ـخـ‬ ‫ـخـ‬ ‫ـخـ‬ ‫ـخـ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫س‬ ‫ـسـ‬ ‫ـسـ‬ ‫ـسـ‬ ‫ـسـ‬ ‫ـسـ‬ ‫‪122‬‬ ‫ش‬ ‫ـشـ‬ ‫ـشـ‬ ‫ـشـ‬ ‫ـشـ‬ ‫ـشـ‬ ‫صض‬ ‫ـصـ ـضـ‬ ‫ـصـ ـضـ‬ ‫ـصـ ـضـ‬ ‫ـصـ ـضـ‬ ‫ـصـ ـضـ‬ ‫ط‬ ‫ـطـ‬ ‫ـطـ‬ ‫ـطـ‬ ‫ـطـ‬ ‫ـطـ‬ ‫ظ‬ ‫ـظـ‬ ‫ـظـ‬ ‫ـظـ‬ ‫ـظـ‬ ‫ـظـ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫ع‬ ‫ـعـ‬ ‫ـعـ‬ ‫ـعـ‬ ‫ـعـ‬ ‫ـعـ‬ ‫‪123‬‬ ‫غ‬ ‫ـغـ‬ ‫ـغـ‬ ‫ـغـ‬ ‫ـغـ‬ ‫ـغـ‬ ‫ف‬ ‫ـفـ‬ ‫ـفـ‬ ‫ـفـ‬ ‫ـفـ‬ ‫ـفـ‬ ‫ق‬ ‫ـقـ‬ ‫ـقـ‬ ‫ـقـ‬ ‫ـقـ‬ ‫ـقـ‬ ‫ك‬ ‫ـكـ‬ ‫ـكـ‬ ‫ـكـ‬ ‫ـكـ‬ ‫ـكـ‬ ‫ل‬ ‫ـلـ‬ ‫ـلـ‬ ‫ـلـ‬ ‫ـلـ‬ ‫ـلـ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫م‬ ‫ـمـ‬ ‫ـمـ‬ ‫ـمـ‬ ‫ـمـ‬ ‫ـمـ‬ ‫‪124‬‬ ‫ن‬ ‫ـنـ‬ ‫ـنـ‬ ‫ـنـ‬ ‫ـنـ‬ ‫ـنـ‬ ‫هـ‬ ‫ـهـ‬ ‫ـهـ‬ ‫ـهـ‬ ‫ـهـ‬ ‫ـهـ‬ ‫ي‬ ‫ـيـ‬ ‫ـيـ‬ ‫ـيـ‬ ‫ـيـ‬ ‫ـيـ‬ ‫‪Version 02.2009‬‬ Arabic Immersion Exercise 1: Letter Transformation Direction to Students: Transcribe the letters in the left column in cursive form and place it in the right column. Observe the form of a letter in the middle of a word. Example: ََ‫مََكََث‬ َ‫َمـكَـث‬ Set 1 starts here: َ‫لَمََس‬ َ‫فَعََل‬ َ‫شَبََك‬ َ‫ظَلََم‬ َ‫لَطََف‬ Set 2 َ‫ف‬ ٌ ََ‫َمََتَسَن‬ َ‫يََجََسََس‬ َ‫ف‬ ٌ ََ‫مَصََن‬ Version 02.2009 125 Arabic Immersion َ‫يََفََسََح‬ َ‫يََلََتََمََس‬ Exercise 2: Word Transliteration Direction to Students: In the right column, write the Arabic words in cursive form that correspond to the words in the left column. Observe the form of a letter in the middle of a word. Example: lastaَ َ‫َلـَسَـت‬ Set 1 starts here: salima hakama dannasa ghalaba muhibbu Version 02.2009 126 Arabic Immersion Set 2: qasamat khalaqat yaqtatilu mushtabihu muntaqimu Version 02.2009 127 Arabic Immersion Version 02.2009 128 ‫‪Arabic Immersion‬‬ ‫‪Lesson 2.3 - The Final Form‬‬ ‫‪Original Form‬‬ ‫‪Final Form‬‬ ‫‪129‬‬ ‫‪Example Words‬‬ ‫ب‬ ‫ـب‬ ‫صَـبَ‬ ‫كـسَـبَ‬ ‫ت‬ ‫ـت‬ ‫قـضـتَ‬ ‫خَـيَـمـتَ‬ ‫ث‬ ‫ـث‬ ‫لَـهـثَ‬ ‫تـلَـهـثَ‬ ‫ج‬ ‫ـج‬ ‫نَـضـجَ‬ ‫يـنـتـجَ‬ ‫ح‬ ‫ـح‬ ‫مَـنـحَ‬ ‫تَـمـنـحَ‬ ‫خ‬ ‫ـخ‬ ‫شَـيـ ٌخَ‬ ‫شَـيَو ٌخَ‬ ‫س‬ ‫ـس‬ ‫مَـسَ‬ ‫يـلـتـمَـسَ‬ ‫ش‬ ‫ـش‬ ‫فـتـشَ‬ ‫نـفـتِـشَِ‬ ‫ص‬ ‫ـص‬ ‫قَـصَ‬ ‫نـقَـصَ‬ ‫ض‬ ‫ـض‬ ‫حَـضَ‬ ‫ضَ‬ ‫حَـيـ ٌ‬ ‫ط‬ ‫ـط‬ ‫بَـسـطَ‬ ‫يـنـبَـسـطَ‬ ‫ظ‬ ‫ـظ‬ ‫غـيَـ َ‬ ‫ظٌ‬ ‫حـفَـيـ َ‬ ‫ظٌ‬ ‫ع‬ ‫ـع‬ ‫مَـعَ‬ ‫يـمَـتـنـعَ‬ ‫غ‬ ‫ـغ‬ ‫مَـلـ ٍغَ‬ ‫مَـبـتـ ٍغَ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫‪130‬‬ ‫ف‬ ‫ـف‬ ‫لَـفَ‬ ‫فَ‬ ‫مـسـَِـ ٌ‬ ‫ق‬ ‫ـق‬ ‫حَـقَ‬ ‫يـخَـلـقَِ‬ ‫ك‬ ‫ـك‬ ‫شَِـكَ‬ ‫سـمَـ ٌكَ‬ ‫ل‬ ‫ـل‬ ‫قَـلَ‬ ‫مـحَـلَ‬ ‫م‬ ‫ـم‬ ‫شَـمَ‬ ‫يَـحـكـمَ‬ ‫ن‬ ‫ـن‬ ‫ظَنَ‬ ‫سَـكـنَ‬ ‫هـ‬ ‫ـه‬ ‫فـقَـ ٌهَ‬ ‫يـفـقَـهَ‬ ‫ي‬ ‫ـي‬ ‫حَـيَ‬ ‫جَـسَـمـيَ‬ ‫‪Version 02.2009‬‬ Arabic Immersion Exercise 1: Rewrite the following letters in medial form. ‫خ‬ ‫ـخ‬ ‫ـخ‬ ‫ـخ‬ ‫ـخ‬ ‫ـخ‬ Version 02.2009 ‫ح‬ ‫ـح‬ ‫ـح‬ ‫ـح‬ ‫ـح‬ ‫ـح‬ ‫ج‬ ‫ـج‬ ‫ـج‬ ‫ـج‬ ‫ـج‬ ‫ـج‬ ‫ث‬ ‫ـث‬ ‫ـث‬ ‫ـث‬ ‫ـث‬ ‫ـث‬ ‫ت‬ ‫ـت‬ ‫ـت‬ ‫ـت‬ ‫ـت‬ ‫ـت‬ ‫ب‬ ‫ـب‬ ‫ـب‬ ‫ـب‬ ‫ـب‬ ‫ـب‬ 131 ‫‪Arabic Immersion‬‬ ‫س‬ ‫ـس‬ ‫ـس‬ ‫ـس‬ ‫ـس‬ ‫ـس‬ ‫‪132‬‬ ‫ش‬ ‫ـش‬ ‫ـش‬ ‫ـش‬ ‫ـش‬ ‫ـش‬ ‫ص ض‬ ‫ـص ـض‬ ‫ـص ـض‬ ‫ـص ـض‬ ‫ـص ـض‬ ‫ـص ـض‬ ‫ط‬ ‫ـط‬ ‫ـط‬ ‫ـط‬ ‫ـط‬ ‫ـط‬ ‫ظ‬ ‫ـظ‬ ‫ـظ‬ ‫ـظ‬ ‫ـظ‬ ‫ـظ‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫ع‬ ‫ـع‬ ‫ـع‬ ‫ـع‬ ‫ـع‬ ‫ـع‬ ‫‪133‬‬ ‫غ‬ ‫ـغ‬ ‫ـغ‬ ‫ـغ‬ ‫ـغ‬ ‫ـغ‬ ‫ف‬ ‫ـف‬ ‫ـف‬ ‫ـف‬ ‫ـف‬ ‫ـف‬ ‫ق‬ ‫ـق‬ ‫ـق‬ ‫ـق‬ ‫ـق‬ ‫ـق‬ ‫ك‬ ‫ـك‬ ‫ـك‬ ‫ـك‬ ‫ـك‬ ‫ـك‬ ‫ل‬ ‫ـل‬ ‫ـل‬ ‫ـل‬ ‫ـل‬ ‫ـل‬ ‫‪Version 02.2009‬‬ ‫‪Arabic Immersion‬‬ ‫م‬ ‫ـم‬ ‫ـم‬ ‫ـم‬ ‫ـم‬ ‫ـم‬ ‫‪134‬‬ ‫ن‬ ‫ـن‬ ‫ـن‬ ‫ـن‬ ‫ـن‬ ‫ـن‬ ‫هـ‬ ‫ـه‬ ‫ـه‬ ‫ـه‬ ‫ـه‬ ‫ـه‬ ‫ي‬ ‫ـي‬ ‫ـي‬ ‫ـي‬ ‫ـي‬ ‫ـي‬ ‫ة‬ ‫ـة‬ ‫ـة‬ ‫ـة‬ ‫ـة‬ ‫ـة‬ ‫‪Version 02.2009‬‬ Arabic Immersion Exercise 1: Letter Transformation Direction to Students: Transcribe the letters in the left column in cursive form and place it in the right column. Observe the form of a letter in the end of a word. Example: َ‫قَضَي‬ َ‫قـضـي‬ Set 1 starts here: ‫َشَبََهَـ‬ َ‫مَتَصََ ٌل‬ ٌ‫طَلَبََة‬ َ‫مَتَيَ ٌن‬ َ‫َيَمََضََي‬ Set 2 َ‫َتَمَتَنََع‬ َ ََ‫تَنَشََي‬ ٌ‫ط‬ Version 02.2009 135 Arabic Immersion ََ‫ف‬ ٌَ َ‫مَصَح‬ َ‫تَسَبََيَ ٌح‬ ‫تََنَظَيََ ٌَم‬ Exercise 2: Word Transliteration Direction to Students: In the right column, write the Arabic words in cursive form that correspond to the words in the left column. Observe the form of a letter in the end of a word. Example: muslimīna َ‫مـَسَـلـَمـيـَن‬ Set 1 starts here: musallim mujaffaf muntashir tasnīfu mahkamu Version 02.2009 136 Arabic Immersion Set 2: (with Al-tanwīn) tansīqun mushtabihun mu’allimun maylun sababun Version 02.2009 137 Arabic Immersion Version 02.2009 138 Arabic Immersion Lesson 2.4 - The Independent Letters These letters are deliberately placed in an independent lesson because of their unique characteristic which is in contrast with the other letters. In cursive writing, these letters can not join to following letters since they do not have "hands". However, they can be connected to the letters before them. These letters are the following: ‫و‬ ‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬ ‫ا‬ Final Medial Initial Letter ‫صـَنـعـا‬ َ‫نَـام‬ َ‫اَمَـش‬ ‫ا‬ َ‫لَـقـد‬ َ‫مَـدَ ٌح‬ َ‫دَخَـل‬ ‫د‬ َ‫لَـذيـَ ٌذ‬ َ‫يـذَل‬ َ‫ب‬ ٌ ‫ذَنَـ‬ ‫ذ‬ َ‫سَـفَـٌر‬ َ‫شَـَر ٌح‬ َ‫َرمَـ ٌي‬ ‫ر‬ َ‫تَـمَـيَـيَـٌز‬ َ‫يـَزكـي‬ َ‫ـت‬ ٌ َ‫َزي‬ ‫ز‬ َ‫نَـمَـو‬ َ‫ت‬ ٌ ‫مَـ َو‬ َ‫َولَـ ٌد‬ ‫و‬ Version 02.2009 139 Arabic Immersion Exercise 1: Letter Transformation Direction to Students: Transcribe the letters in the left column in cursive form and place it in the right column. Observe the form of each independent letter in a word. Example: ‫مَاَلَك‬ ‫مَالك‬ Start here: َ‫مَوََلَوََ ٌد‬ ٌ‫مَذََلََة‬ َ‫لَاََزٌم‬ ٌَ ‫مَرََف‬ ‫َق‬ ٌَ َ‫أََرَزا‬ ‫ق‬ Version 02.2009 140 Arabic Immersion Exercise 2: Word Transliteration Direction to Students: In the right column, write the Arabic words in cursive form that correspond to the words in the left column. Observe the form of each independent letter in a word. Example: tawlīdun َ‫تَ َولَيَ ٌد‬ Start here: zayyināt intishār wuqūf musirrūna mudawwan Version 02.2009 141 Arabic Immersion Version 02.2009 142 Arabic Immersion Unit 3 – Common Expressions and Basic Conversations Objectives At the end of the day, the participants are expected to:  Familiarize with common greetings and basic expressions in Arabic  Engage in conversational drills  Appreciate the rhythm of the spoken Arabic Version 02.2009 143 Arabic Immersion Recognition of Prior Knowledge Instruction:  This activity recognizes the stock knowledge of the participants about Arabic.  There are two (2) questions the participants need to respond to: firstly, the Arabic greetings and expressions they are familiar with and their perception on Arabic conversation.  Revisit the responses after completing all seven (7) lessons of this unit. This will help determine pre- and post- learning.  The participants will write down their answers on the space provided below or say them verbally. Greetings and Expressions Perceptions on Arabic Conversation Version 02.2009 144 Arabic Immersion Lesson 3.1 – Greetings Arabs have a lot of greetings as it is their customs like any other nations. They use varied greetings for appropriate situations. Here is a parcel of some Arabic greetings that are commonly used. English Wish you all the best Congratulations May you have a blessed Ramadhan May Allah bless your life May Allah prolong your life May Allah protect you Good Morning Good Afternoon Good Night May Allah accept what we have done for Him Thank You Arabic Text ‫ك‬ َ ‫اهللُ ِف ْي‬ ‫ك‬ َ َ‫ل‬ ‫َب َار َك‬ ‫َهنِ ًيئا‬ English Transliteration Bārakallahu fīka Hanī-an laka . ‫ان َك ِرْيم‬ ‫ض‬ ‫م‬ ‫ر‬ َ ُ ََ Hayyākallāhu َّ ‫اهلل‬ ‫اك‬ ‫ي‬ ‫ح‬ ُ َ َ Atālallāhu baqā-aka . ‫ك‬ ‫اء‬ ‫ق‬ ‫ب‬ ‫اهلل‬ ‫ال‬ ‫ط‬ َ ‫أ‬ َ َ َ ََ ُ َ Hafizakallāh . ِ ‫اهلل‬ ‫ك‬ ‫ظ‬ ‫ف‬ ‫ح‬ َ َ َ ُ Sabāhul Khair . ِ‫اح اْل َخ ْير‬ ُ ‫صَب‬ َ ‫اء اْل َخ ْي ِر‬ ُ ‫َم َس‬ ‫لَْيلَة َس ِع ْي َدة‬ ‫تَقََّب ّل اهللُ ِمَّنا َو ِم ْن ُك ْم‬ ‫ُش ْك ًار‬ Ramadān Karīm Masā-ul Khair Laylatun Sa-‘īda Taqabbalallāhu . minnā wa minkum Shukran Exercise:1 Peer Activity Direction:   Choose a partner. From the list of greetings above, select two or more and use it as a conversation between you and your peer in a desired situation. Version 02.2009 145 Arabic Immersion Version 02.2009 146 Arabic Immersion Lesson 3.2 – Muslim Expressions English May Allah be with you Be careful Patience is good Good Luck May Allah accept your Hajj and forgive your sins Allah has decreed what he wills May Allah prevent it Good Perfect Excellent Arabic Text English Transliteration Idhhab . bi amānillah ِ ‫ان‬ ِ ْ ‫ِا ْذ َه‬ ِ ‫َم‬ ‫اهلل‬ َ ‫ب بأ‬ Hadhran Hadhran ‫َح ْذ ًرا! َح ْذ ًار‬ Sabron Jamīl . ِ ‫ص ْبر َجمْيل‬ َ Haddan Sa’īdan ‫َح ًّدا َس ِع ْي ًدا‬ ‫َح ًّجا َم ْب ُرْوًار َو َذ ْنًبا‬ ‫َم ْغفُ ْوًار‬ َ ‫َما َش‬ ُ‫اء اهلل‬ ُ‫اهلل‬ ‫َجيِّد‬ ‫الَ َس َم َح‬ ، ‫طيِّب‬ َ ‫تَ َمام‬ ‫ُم ْمتَاز‬ Hajjan Mabrūran Wa Dhanban Maghfūran Mā shā-Allāh La samahallāh Tayyib/Jayyid Tamām Mumtāz Exercise:1 Peer Activity Direction:   Choose a partner. From the list of expressions above, select two or more and use it as a conversation between you and your peer in a desired situation. Version 02.2009 147 Arabic Immersion Version 02.2009 148 Arabic Immersion Lesson 3.3 – Going to School English Q: Do you wake up early? A1: Yes, I wake up early. A2: No, I do not wake up early. Q: Are you going to take a bath now? A1: Yes, I am going to take a bath now. A2: No, I don’t want to take a bath. Q: Where is your bag? A1: It is on the chair. A2: It is here with me. Q: Have you taken your breakfast? A1: Yes. I have taken my breakfast A2: No, I have not taken my breakfast yet. Arabic Text English Transliteration Q: Hal tastayqizu . mubakkiran? A1: Na’am, Ana astayqizu . mubakkiran. A2: Lā, lā astayqizu . mubakkiran. ِ ‫اآلن؟‬ َ ‫َه ْل َستَ ْغتَس ُل‬ ِ َ‫ أنا َسأغت‬،‫َن َع ْم‬ ‫س ِِ ُل‬ .‫اآلن‬ َ Q: Hal . sataghtasilu al ān? A1: Na’am, Ana sa aghtasilu al ān. A2: Lā, lā urīdu an aghtasila. ‫َه ْل تَ ْستَْي ِقظُ ُمَب ِّك ًرا؟‬ ُ‫َستَْي ِقظ‬ ْ ‫ أنا أ‬،‫َن َع ْم‬ .‫ُمَب ِّك ًرا‬ ُ‫َستَْي ِقظ‬ ْ ‫ الَ أ‬،َ‫ال‬ .‫ُمَب ِّك ًرا‬ ‫َن‬ ْ ‫ الَ أ ُِرْي ُد أ‬،َ‫ال‬ .‫َغتَ ِس َل‬ ْ‫أ‬ ‫أ َْي َن َح ِق ْيَبتُ َك؟‬ .‫ِه َي َعلَى ْال ُك ْرِس ِّي‬ .‫ِه َي ُهَنا َم ِع ْي‬ َ‫ت َو ْجَبة‬ َ ‫َه ْل تََن َاوْل‬ ‫اْلفُطُ ْوِر؟‬ ‫ت‬ ُ ‫ لَقَ ْد تََن َاوْل‬،‫َن َع ْم‬ Q: Ayna haqībatuka? A1: Hiya . ‘alal kursiyy. A2: Hiya . .huna ma’iy. Q: Hal . tanāwalta wajbatal futūr? A1: Na’am, laqad tanāwaltu wajbatal futūr. A2: Lā, mā tanāwaltu wajbatal futūri ba’ad. .‫َو ْجَبةَ ْالفُطُ ْوِر‬ َ‫ت َو ْجَبة‬ ُ ‫ َما تََن َاوْل‬،َ‫ال‬ Version 02.2009 149 Arabic Immersion Q: What time do you go to school? A: I go to school at exactly 6 o’clock in the morning. .‫ْالفُطُ ْوِر َب َعد‬ Q: Fi ayyi sā’atin ٍ ِ ‫ب‬ ِّ ‫ ف ْي أ‬tadhhabu . ilal Madrasah? ُ ‫اعة تَ ْذ َه‬ َ ‫َي َس‬ A: Ana adhhabu . ilal ِ madrasati fis sā’atis ‫لم ْد َر َس ِة؟‬ َ ‫ إلَى ْا‬sādisati tamāman ‘indas. sabāh. . ‫ب ِإلَى‬ ‫ه‬ ‫ذ‬ َ ‫أ‬ ‫َنا‬ ‫أ‬ َ َُ ِ ِ ‫َّاع ِة‬ َ ‫لم ْد َر َسة ف ْي الس‬ َ ‫ْا‬ ِ ِ ‫اما ِع ْن َد‬ ً ‫السَّاد َسة تَ َم‬ .‫اح‬ ِ ‫َّب‬ َ‫الص‬ Q: How do you go to school? A1: I ride a bus when I go to school A2: The school is near to our house. So I go to school by walking. ‫ب إِلَى‬ َ ‫َك ْي‬ ُ ‫ف تَ ْذ َه‬ ‫لم ْد َر َس ِة؟‬ َ ‫ْا‬ ‫ب َح ِافلَةً ِع ْن َد‬ ُ ‫أَنا أَ ْرَك‬ ِ‫ِذ َهابِي إ‬ .‫لم ْد َر َس ِة‬ ‫ا‬ ‫ى‬ ‫ل‬ ْ َ َ ‫لم ْد َر َسةُ قَ ِرْيَبة ِم ْن‬ َ ‫َِْا‬ ِ ‫ب إِلَى‬ ُ ‫َب ْيتَنا فَأَ ْذ َه‬ ِ ‫اْلم ْدرس ِة م‬ .‫اشًيا‬ َ ََ َ Q: Kayfa tadhhabu . ilal madrasah? A1: Ana arkabu hāfilatan ‘inda dhihābiy . ilal madrasah. A2: Almadrasatu qarībatun min baytina. Fa adhhabu . ilal madrasati māshiyan. Exercise:1 Peer Activity Direction:   Choose a partner. From the dialogues above, select two or more and use it as a conversation between you and your peer in an appropriate situation. Lesson 3.4 – Inside the Classroom Version 02.2009 150 Arabic Immersion English Q: How are you children? A: We are fine, praise be to Allah! Q: Are you in Grade 1 class? A1: Yes, we are in Grade 1 class A2: No, we are in Grade 2. Arabic Text ‫ف َحالُ ُك ْم َيا أ َْوالَ ُد؟‬ َ ‫َك ْي‬ ِ ِ‫َن ْحن بِ َخ ْي ٍر و اْلحم ُد ل‬ .‫له‬ ُ َْ َ English Transliteration Q: Kayfa hālukum yā awlād? A: Nahnu bi khayrin wal hamdu lillah! . Q: Hal . antum fis. .saffil ِّ ‫ َه ْل أ َْنتُ ْم ِفي الص‬awwal? ‫َّف‬ A1: Na’am, nahnu fis. . awwal. ‫ األ ََّو ِل؟‬saffil A2: Lā, nahnu fis. .saffith ِّ ‫ َن ْح ُن ِفي الص‬،‫ َن َع ْم‬thānī ‫َّف‬ .‫األ ََّو ِل‬ ِّ ‫ َن ْح ُن ِفي الص‬،َ‫ال‬ ‫َّف‬ ‫الثَّانِي‬ Q: What is your name? A: My name is Ahmad Q: Who wants to read what is written on the board? A: Me teacher, I want to read it. Q: May I go out? A1: Yes, you may go. A2: No, you may go out later Q: Where are your notebook and pen? A1: They are in my bag. Version 02.2009 ‫اس ُم َك؟‬ ْ ‫َما‬ ‫َح َم ُد‬ ْ ‫اس ِمي أ‬ ْ ‫وب‬ ْ ‫َم ْن ُي ِرْي ُد أ‬ َ ُ‫لم ْكت‬ َ ‫َن َي ْق َأَر ْا‬ ‫ورِة؟‬ َ ‫َعلَى السَُّّب‬ ‫َن‬ ْ ‫ أََنا أ ُِرْي ُد أ‬،‫أََنا َيا ُم َد ِّر ُس‬ ُ‫أَ ْق َأرَه‬ ِ ‫َخ ُرَج؟‬ ْ ‫َن أ‬ ْ ‫َه ْل ُي ْمك ُن أ‬ َّ َ‫ تَف‬،‫َن َع ْم‬ .‫ض ْل‬ ِ ‫َن تَ ْخ ُرَج ِف ْي‬ ْ ‫ ُي ْمكُن َك أ‬،َ‫ال‬ ‫َما َب ْع ُد‬ ‫أ َْي َن َد ْفتَُر َك َو َقلَ ُم َك؟‬ Q: Masmuka? A: Ismī Ahmad Q: Man yurīdu an yaqraal maktūba ‘alas sabbūrah? A: Ana yā mudarris, Ana urīdu an aqra-ahu . Q: Hal . yumkinu an akhruj? A1: Na’am, tafaddal. .. A2: Lā, yumkinuka an takhruja fī mā b’ad. Q: Ayna daftaruka wa qalamuka? A1: Huma . fī haqībatī. . 151 Arabic Immersion A2: I forgot to bring them. A3: They are with my classmate Aisha. ‫ُه َما ِف ْي َح ِق ْيَبتِ ْي‬ .‫ت َح ْملَهُ َما‬ ُ ‫َن ِس ْي‬ .َ‫ُه َما َم َع َزِمْيلَتِ ْي َعائِ َشة‬ A2: Nasītu hamla huma A3: Huma . maa zamīlatī ‘Āisha. Exercise:1 Peer Activity Direction:   Choose a partner. From the dialogues above, select two or more and use it as a conversation between you and your peer in an appropriate situation. Version 02.2009 152 Arabic Immersion Lesson 3.5 - Recess English Q: Is it time for recess now? A1: Yes. Come on hurry up! We will take our recess. A2: No, recess time will start after five minutes. Q: Do you want to buy something from the canteen? A1: Yes, I do. I want to buy some bread and orange juice. A2: No, I’m not. I will just stay here. I am not hungry. Q: What did you buy from the canteen? A1: I only bought candies. A2: I bought a bread and juice. Arabic Text ‫ت‬ ُ ‫ان َوْق‬ َ ‫َه ْل َح‬ ِ ‫اح ِة؟‬ َ ‫االست َر‬ ْ !‫ال بِالس ُّْرَع ٍة‬ ْ ‫ تَ َع‬،‫َن َع ْم‬ .‫احتََنا‬ ُ ‫َسَنأ‬ َ ‫ْخ ُذ َر‬ ِ ُ‫اح ِة َي ْب َدأ‬ َ ‫االست َر‬ ْ ‫ وقت‬،َ‫ال‬ ِ ‫َب ْع َد َخ ْم‬ ‫ق‬ َ ِ‫س َدقَائ‬ ِ ‫اء َش ْيئاً ِف ْي‬ َ ‫َه ْل تُِرْي ُد ش َر‬ ‫اْلَبقَّالَ ِة؟‬ ‫ي‬ ْ ‫ أ ُِرْي ُد أ‬،‫َن َع ْم‬ َ ‫َن أَ ْشتَ ِر‬ ِ ِ َ‫ص ْير اْل ُبرتُق‬ .‫ال‬ ْ َ ‫َع‬ ‫ َما أََنا‬.‫ أََنا أ َْبقَى ُهَنا‬،َ‫ال‬ .‫ان‬ َ ‫بِ َج ْو َع‬ ‫ت ِم َن‬ َ ‫َما َذا ا ْشتََرْي‬ ‫اْلَبقَّالَ ِة ِِ؟‬ .‫ط‬ ْ َ‫ت َحْل َوةً فَق‬ ُ ‫ِِا ْشتََرْي‬ ‫ت ُخ ْب ًاز َو‬ ُ ‫ِِا ْشتََرْي‬ ِ ‫ع‬ .‫ص ْي ًرا‬ َ English Transliteration Q: Hal . hāna waqtul istirāha? A1: Na’am, Ta’al bis sur‘a! Na’khudhu rāhatana. A2: Lā, waqtul istirāhati yabda-u ba’da khamsi daqā-iq. Q: Hal . turīdu shirāa shay an fil baqqāla? A1: Na’am, Urīdu an ashtariya ‘asīral burtuqāl. . A2: Lā, Ana abqā huna. . Mā ana bi jaw –‘ān. Q: Mā-dhash tarayta minal baqqāla? A1: Ishtaraytu halwatan faqat. . A2: Ishtaraytu khubzan wa ‘asīran. . Exercise:1 Peer Activity Direction:   Choose a partner. From the dialogues above, select two or more and use it as a conversation between you and your peer in an appropriate situation. Version 02.2009 153 Arabic Immersion Version 02.2009 154 Arabic Immersion Lesson 3.6 – Going Home English Q: The bell has rung. It’s time to go home now, isn’t it? A: Yes. It’s time. I am happy that we’ll be home in a while. Q: Do you go home alone oh Ahmad? A1: Yes, I go home alone. A2: No, I go home with my sister Fatima. A3: No, I go home with my friend Yaser. Q: Can I go home with you? A1: Yes, of course. Let’s go A2: Why? Did your friend leave you? Version 02.2009 Arabic Text ‫ان‬ َ ‫ َح‬،‫لَقَ ْد َرَّن اْل َج َر ُس‬ ‫الر ُج ْوِع إِلَى‬ ُّ ‫ت‬ ُ ‫َوْق‬ ‫ك؟‬ َ ِ‫ أَلَْي َس َك َذل‬،‫اْلَب ْي ِت‬ ‫الر ُج ْوِع‬ ُّ ‫ت‬ ُ ‫ إَِّنهُ َوْق‬،‫َن َع ْم‬ ‫َن‬ ْ ‫ أََنا فَ ِرح بِأ‬.‫إِلَى اْلَب ْي ِت‬ ‫َن ُك ْو َن ِف ْي اْلَب ْي ِت َب ْع َد‬ .‫َقلِْي ٍل‬ ‫َه ْل تَْر ِجعُ إِلَى اْلَب ْي ِت‬ ‫َح َم ُد؟‬ َ ‫بِ َو َِ ْح ِد‬ ْ ‫ك َيا أ‬ ‫ أََنا أ َْر ِجعُ إِلَى‬،‫ن َع ْم‬.َ ِ ِ .‫ي‬ ْ ‫اْلَب ْيت بِ َو َِ ْحد‬ ‫ أََنا أ َْر ِجعُ إِلَى اْلَب ْي ِت‬،َ‫ال‬ ِ َ‫ُختِي ف‬ .َ‫اط َمة‬ ْ ْ ‫َم َع أ‬ ‫ أََنا أ َْر ِجعُ إِلَى اْلَب ْي ِت‬،َ‫ال‬ ِ ‫مع ص ِد ْي ِقي ي‬ .‫اس ٍر‬ َ ْ َ ََ ‫َن أ َْر ِج َع إِلَى‬ ْ ‫َه ْل ُي ْم ِك ُن أ‬ ‫ك؟‬ َ ‫اْلَب ْي ِت َم َع‬ !‫ َهَّيا بَِنا‬،‫َن َع ْم‬ ‫ك‬ َ ‫لِ َم َذا؟ َه ْل تََرَك‬ ‫ك؟‬ َ ُ‫ص ِد ْيق‬ َ English Transliteration Q: Laqad rannal jaras, hāna waqtur rujū’i ilal bayt. Alaysa kadhalik? A1: Na’am, innahu . waqtur rujū’i ilal bayt. Ana farihun bi an nakūna fil bayti ba’da qalīl. Q: Hal . tarji’u ilal bayti biwahdika yā Ahmad? A1: Na’am, ana arji’u ilal bayti biwahdiy. A2: Lā, ana arji’u ilal bayti ma’a ukhtī Fātima. A3: Lā, ana arji’u ilal bayti ma’a .sadīqī Yāser. Q: Hal . yumkinu an arji’a ilal bayti ma’aka? A1: Na’am, hayyā . binā A2: Limādha? Hal . tarakaka .sadīquka? 155 Arabic Immersion Q: Who will go home with you? A: Jāber will go home with me. ‫ك ِع ْن َد‬ َ ‫ب َم َع‬ ُ ‫َم ْن َسَي ْذ َه‬ ‫الر ُج ْوِع إِلَى اْلَب ْي ِت؟‬ ُّ .‫ب َم ِع ْي َجابِر‬ ُ ‫َي ْذ َه‬ Q: Man yadhhabu . ma’aka ‘indar rujūi ilal bayt? A: Yadhhabu . ma-‘ī Jāber. Exercise:1 Peer Activity Direction:   Choose a partner. From the dialogues above, select two or more and use it as a conversation between you and your peer in an appropriate situation. Version 02.2009 156 Arabic Immersion Lesson 3.7 - Holidays English Q: How are you going to spend your time for the upcoming holiday? A1: I will be in our house helping my parent to have it clean. A2: I will go to some beautiful places to refresh. Q: Tomorrow is Eidul Fitr. What are you going to do? A1: After praying the prayer of Eidul Fitr I will visit my relatives and friends. A2: I will give money and food to children and poor ones as a charity Arabic Text ِ ‫ف ستَ ْق‬ ‫ك ِفي‬ َ َ‫ض ْي َوْقت‬ َ َ ‫َك ْي‬ ‫طلَ ِة اآلتَِي ِة؟‬ ْ ‫اْل ُع‬ ِ ‫سأَ ُكون ِفي ب ْيتَِناِ ألُس‬ ‫اع َد‬ َ ْ ُْ َ َ ِ ‫ي ِفي التَّْن ِظ ْي‬ ِ .‫ف‬ ْ َّ ‫َوال َد‬ ‫ب إِلَى ْاأل ََما ِك ِن‬ ُ ‫َسأَ ْذ َه‬ .‫اْل َج ِمْيلَ ِة لِلتََّن ُّزِه‬ English Transliteration Q: Kayfa sa taqdī . waqtaka fil utlatil . ātiyah? A1: Sa akūnu fī baytinā li usā‘ida wālidayya fī tandhīfihi. . A2: Sa adhhabu . ilal amākinil jamīlati lit tanazzuh. . Q: ‘Īdul Fitri . sayakūnu ،‫ط ِر َسَي ُك ْو ُن َغ ًدا‬ ْ ‫ ِع ْي ُد اْل ِف‬gadan. Mādhā sata’mal? ‫ َم َذا َستَ ْع َم ُل؟‬A1: Ba’da adāi salātil . ‘īd sa azūru aqribā-ī wa ِ ‫صالَ ِة اْل ِع ْي ِد‬ . َ ‫ َب ْع َد أ ََداء‬asdiqā-ī. A2: Sa u’til awlāda wal ‫ َسأ َُزْوُر أَ ْق ِرَبائِ ْي َو‬fuqarāa nuqūdan wa taāman ‘ala annahu . sadaqah. ِ ِ .‫َصدقَائ ْي‬ ْ ‫ أ‬. ‫ُع ِط ْي ْاأل َْوالَ َد َو‬ ْ ‫َسأ‬ ‫اما‬ َ ‫اء ُنقُ ْوًدا َو‬ َ ‫اْلفُ َق َر‬ ً ‫ط َع‬ .‫ص َدقَة‬ َ ُ‫َعلَى أََّنه‬ Exercise:1 Peer Activity Direction:   Choose a partner. From the dialogues above, select only one and use it as a conversation between you and your peer in an appropriate situation. Version 02.2009 157 Arabic Immersion Version 02.2009 158 Arabic Immersion Appendix 1 – Arabic words in English Many people think Arabic is an alien, mysterious or strange language. But what many people do not know that even if we do not understand or speak the language there are more words of Arabic origin in English than you might expect that we use every day. Below are some of the sample Arabic words English French Spanish/Latin admiral admiral admīrarī Greek amīr chēmeiā, , chўmeiā alchemy; alchemist, chemistry Arabic al-kīmīā alkoh’l alcohol alcove alcoba alembic al qobbah ambix al anbīq alfalfa alfalfa alfaçfaça algebra algebra al jebr; jabara al qalīy alkali almanac al manākh almanac annīl aniline al birqūq apricot abricot praecoquum arsenal arsenale arsenale dar accinā’ah alcarchofa al kharshofa artichoke assassin praikokion hashshāsīn assassin bedouin caliph badāwin calife camēlus camel candy Version 02.2009 Khalīfa candi kamēlos jamal qandah 159 Arabic Immersion carafe carafe gharafa carat carat qīrāt carob carob kharrūbah checkmate eschec mat shāh māt(a) cipher chiffre cifr coffee qahwah cotton coton qutun crimson cramoisin qirmiz elixir elixir al-iksīr fellah fellāh garble ghirbāl gazelle gazella giraffe Ghazāl girafa zarāfah harem harīm, haram henna hennā’ hookah huqqah jar jarre jarra jarrah jerboa yarbū’ kohl Kkh’l lemon līmūn limon līm lime lute lut magazine magasin mattress materas Version 02.2009 lūd magazzino makhāzin matrah 160 Arabic Immersion minaret manār, manārat monsoon mausim mummy mumie mūmiyā mumia muslin mosul myrrh myrrha myrrha murr orange orange nāranj racket raquette rāhat saffron safran za’farān sash shāsh senna sanā sequin zechino zecca shrub sharab sirocco sharq sofa suffah sugar sucre syrup syrop talc talc tamarind azucar sukkar sharāb talco talq tamarindus tamr tare tare tara tarhah tariff tariff tariff ta’rīf typhoon tūfān vizier wazīr zenith zenith zero zero Version 02.2009 zenit samt sifr 161 Arabic Immersion References Abdullah, Mustaffa. (2001). Learning Arabic The Simple Way. Johor, Malaysia: Peniagan Jahabersa. Parekh, Shaikh Abdul Karim. (1996). The Easy Dictionary of the Qur’an.Delhi, India: Educational Publishing House. Usman, Mohammad Hatta and Abdullah Hassan. (1994). The Hattaiyyah Method. Riau, Indonesia. Watt, W Montgomery. (1982). The Influence of Medieval Islam on Europe, London, UK: Edinburgh University Press. Webliography www.al-bab.com/arab/language/lang.htm - This site aims to introduce non-Arabs to the Arabs and their culture. It consists mainly of links to other sites and pages on the internet but also contains some original material. The links are presented in an organized, structured way which is intended to make information easy to find. www.islamicity.com – IslamiCity website was launched in 1995. It provides a nonsectarian, comprehensive and holistic view of Islam and Muslims to a global audience. It is this combination of community building, information and services – delivered in a virtual city metaphor - that attracts millions of visitors and international media recognition for IslamiCity every year. This site operated by Human Assistance & Development International (HADI), a non-profit organization working for the socio-economic, educational and scientific development of people worldwide. HADI is incorporated in the State of California since 1991 as a public benefit, charitable, educational and scientific organization. HADI is approved as a tax-exempt organization under section 501 (c)(3) of the U.S. Federal Tax Code. www.lerc.educ.ubc.ca/LERC/courses/489/worldlang/Abdulmanan/description.html This site is a resource of ESL instructors teaching Arabic-speaking students. www.omniglot.com/writing/arabic.htm - This site contains details of most alphabets and other writing systems currently in use, as well as quite a few ancient and invented ones. It also includes information about some of the languages written with those writing systems, multilingual texts, tips on learning languages, a book store, some useful phrases in many different languages, and a ever-growing collection of links to language-related resources. http://en.wikipedia.org/wiki/Arabic - This site is a work in progress. This page briefly explains the literary and modern standard Arabic, its on other languages, its connection to Islam, its history, Dialects and descendants , the sounds, vowels, consonants, syllable structure, stress, dialectal variations, grammar, writing system including calligraphy, transliteration and numbers. www.lerc.educ.ubc.ca/LERC/courses/489/worldlang/Abdulmanan/description.html Version 02.2009 162