living arabic a comprehensive introductory course

To
the Memory
of
my Sister Mis'adi
ix
xiv
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vii
Acknowledgments
I would like to express
my
gratitude to Dick
Feldm~
Annie Hoff, and Andrew Page

of
the
Language Resource Center at Cornell.
As
the director
~f
the Language Resource· Center
and the local representative
of
the Consortium for Language Teaching and Learning, Dick
has been a strong supporter
of
Arabic instruction
at
Cornell in numerous ways.
He
played a
central role in the production
of
the audio and video materials which accompany this and
the other textbooks I have written and in the publication
of
the present volume. Annie took
a leading role in shepherding the book through the final design and printing stages. Andrew
spent many hours in the audio and video labs setting up equipment, teaching me how to use
it, and doing a good deal
of
the work himself.
Micah Garen gave his time and energy wholeheartedly to the task
of

bringing my imaginary
characters to life with humor and cultural authenticity, making the book more useful and
enjoyable.
I am also grateful to Ragy Ibrahim, Muna Aghawani, Muna Barghout, and
Shada El-Sharif
for generously giving time from their busy schedules to assist with the audio recordings.
Ragy's keen eye caught many
of
the typos that I had failed to catch myself.
My
wife, Rebecca, spent countless hours discussing with me the problems
of
teaching
Arabic and the solutions implemented in this book. The book has greatly benefited from
her insight and critical thinking. Her insistence
on
quality was often frustrating, but in the
end it was always rewarding.
Finally,
my
deepest gratitude goes
to
my
students
at
Cornell University, who over a
number
of
years served as enthusiastic participants in my experiment with a new method
of

teaching Arabic.
vii!
INTRODUCTION (FOR
mE
STUDENT)
This textbook integrates an Arabic colloquial dialect with
Modem
Standard Arabic (MSA) in a
way
that
reflects the
use
of
the language
by
native speakers. Arabs communicate in
the
colloquial
in
everyday
situations,
and
use
MSA
for reading, writing,
and
formal speaking.
For
example,
when

an
Arab reads a
newspaper,
he
reads MSA,
but
when he discusses its contents with his friends, the discussion takes place in
the
colloquial.
Arabs from different
parts
of
the Arab world
speak
different dialects, but
MSA
is virtually the same everywhere.
This is why the majority
of
Arabic programs prefer
to
teach MSA. However, students
who
learn
to
speak
only
MSA will not
be
able

to
use
it in conversation; not only will they sound ludicrous,
but
they will also find
it difficult to understand what is being said to them.
I believe that teaching a spoken dialect for everyday conversation
and
MSA
for reading, writing,
and
formal
speaking is the most effective
way
to
prepare students
to
function in Arabic. I also believe that
if
a student
masters any Arabic dialect well enou
gh,
he/she will
be
able
to
function in other dialects,
just
as native
speakers from different areas

of
the Arab world do.
The Arabic spoken dialects share most
of
their vocabulary and grammatical structures with one another and
with
MSA; that is
why
they are considered dialects
of
the same language rather than different languages. This
textbook builds
on
these shared features
and
attempts
to
bridge the
gap
among
the different language
varieties.
The colloquial Arabic dialect used in the textbook is Levantine Arabic. It is
the
Arabic spoken in Syria,
Lebanon, Palestine, and Jordan.
It
is
one
of

the major Arabic dialect groups that most speakers
of
other
Arabic dialects are familiar with through contact with its speakers
and
through radio
and
TV
programs. The
variety
of
Levantine introduced can
be
described as educated Levantine. In choosing words
and
structures for
inclusion in the book, regionalisms
and
localized features have been avoided whenever possible in favor
of
the more common and more "standard spoken" forms used by educated speakers
of
the dialect.
Suggestions
for
Using the Textbook
This textbook includes activities
and
exercises geared towards developing all language skills simultaneously.
Humor, illustrations

and
pictures,
and
different types
of
vocabulary-building activities aim
at
making the
acquisition and retention
of
language elements both enjoyable
~d
effective.
The book can
be
divided into tqree parts: Lessons 1 through 10, Lessons
II
through 55, and five appendices.
U.l-10
The goal
of
the first part is
to
introduce the Arabic writing system, the numbers, and about 150 high-frequency
words related
to
personal identification, school, time, weather, home, family,
and
work, food, and clothing,
which are then used as a basis for further vocabulary (and other skill) building. A lesson in this part consists

of
three main activities:
a.
Introduction
of
new words.
(The
number ranges from I 0
to
25).
This
is done by
the
teacher in the
classroom with the help
of
illustrations, pictures, maps,
and
other teaching aids in a communicative manner.
b.
Listening exercises.
The
goal
of
these exercises, which take the form
of
short dialogues, and short
descriptions
of
places,_people,

and
events, is
to
provide a context for using the new words introduced in a
given lesson
and
to
recycle those in previous lessons
for
effective acquisition
and
retention. They are all
recorded
on
the
COs
that accompany the textbook. The student listens
to
the
CD
recording
and
answers
questions in the book in English.
c.
Reading exercises.
The
goal
of
these exercises is

to
help master
the
reading skill quickly
and
painlessly
through the use
of
words that have been introduced before
and
through the extensive use
of
illustrations.
ix
LL.
11-55
In this part
of
the book, the focus is shifted toward developing
the
skill
to
listen
and
read for comprehension
without deliberately introducing
the
words
at
the

beginning
of
each lesson
and
without expecting full mastery
of
new words.
The
lessons in this part generally have a similar format
and
consist
of
three
basic activities
(listening, speaking,
and
reading)
and
a varying number
of
additional activities. Each
of
the basic activities is
accompanied
by
a list
of
new
words
1

and
a
set
of
comprehension questions. in English.
Only
the texts
of
the
reading selections are presented
in
the
main body
of
the
book;
the
texts
of
the listening selections
and
dialogues
are
found in
an
appendix for reference only. (More
on
this below.)
The additional activities include different types
of

vocabulary-building exercises, songs, writing exercises,
and extra readings.
Since the focus
of
the
book
is
on
real communication
and
developing the different skills
by
using the language in meaningful contexts
and
not
on
the
study
of
grammar, the number
of
grammar
exercises
and
explanations in the book is kept
to
a minimum.
All listening selections (with the heading
e "1)
and

most
of
the reading selections (under
i.,.A~
are
recorded
on
the CDs that accompany
the
textbook. In the first ten lessons, the readings that have
been
recorded are
marked
by
a
CD
icon
(0).
In LL. 11-55, all the reading selections have
been
recorded with the exceptions
of
those presented in tabular form. The dialogues
of
LL. 11-55 have
been
acted
out
and
videotaped

on
location
in Jordan
and
are available in
DVD
format. All these audio
and
video materials are included in the
set
of
CDs and the
DVD
that accompany the textbook. ·
The book has
been
designed in such a
way
that most activities can
be
worked
on
outside the class with the
help
of
the book, the CDs, and
the
DVD at home,
in
the library, in a park,

or
in
your car, where you have
more time
and
where
you
are more relaxed
and
rested. Class
time
is reserved
for
activities
for
which a
teacher/native speaker is really needed: speaking practice, improving pronunciation, explaining grammatical
structures
and
concepts, offering guidance,
and
making relevant resources available. Considering
how
little
time is available in the classroom in comparison
with
the
time available outside
of
it, you

can
imagine how
much you
can accomplish
on
your
own
in
terms
of
mastering the language.
Your
progress would
be
quite
limited
if
you
restricted your learning
to
the classroom.
Following is a discussion
of
the different activities
in
the second part
of
the book
and
suggestions

on
how
to
handle each activity.
Listen e '
The first
30
listening selections tell
the
story
of
Sharif, a Palestinian/Jordanian student
at
Cornell University:
his trip
to
America, losing
and
finding his luggage, checking into a hotel, eating in a restaurant, etc. The
selections also include introductions
of
his family members in Jordan.
The
last fifteen selections tell a
number
of
stories starting
with
President Bush, Sr.
on

a visit to Egypt
and
enjoying Egyptian fava beans,
and
ending with a four-part Arabic folktale.
The purpose
of
the
listening selections is
to
help
you
develop the ability
to
listen
to
Arabic
and
tp
understand
the gist
of
what you listen to. All selections include language material that
has
not
been
fully covered in the
class,
and
you are

not
expected
to
understand the details
of
every selection,
but
you are encouraged to guess
the meaning from context.
The
focus is
on
develQPing
the
skill
of
listening for comprehension. Words are
repeated in subsequent lessons
and
in varying contexts,
and
you
will gradually start recognizing
and
then
internalizing these words,
to
varying degrees,
of
course, with more language input. The questions

on
each
selection
focus
on
the main points, and,
if
you are able
to
answer these questions, the goal is achieved. Listen
to
the selection
as
a whole
as
many
times
as
needed with minimal help from the vocabulary lists, which
should
be
used
only to aid comprehension
and
not
for memorization.
The questions that accompany the listening selections (and
di~logues,
see below) are presented in English in
1

Note that
in
word-lists, the symbol
"+"
is
used
to indicate that a word
is
used only in the written language, MSA,
while the symbol

indicates that the word is
used
in Levantine, but not in
MSA.
Urunarked words, which make
up
most
of
the language, are shared
by
the two.
X
LL. 11-15, in both English and Arabic
in
LL. 16-20, and only in Arabic in the rest
of
the lessons. This will
give you the chance to master the Arabic question words and gradually move to an Arabic-only listening and
speaking environemnt. But even when the questions are given in English, the discussion in the class should

be conducted in Arabic. Starting with L. 43, you will
be
asked to retell the short story in the listening
selection in your own words.
The texts
of
the listening selections and the dialogues are included in Appendix 2. Use these texts only as a
reference in case you are not getting all
you
expect to get from listening to the recorded selection. However,
they should
NOT be used as reading exercises.
Dialogue
Jl~
The dialogues are intended for oral comprehension and production. Watch the dialogue on the DVD as many
times
as
needed until you can answer the accompanying questions and are able to act out the dialogue. I am
not suggesting memorization
of
the dialogue, but rather, understanding it and using it as a basis to develop a
dialogue in class with another student that deals with a similar situation, using
as
many words from the
dialogue in the book as you wish as well as words and expressions you have acquired previously.
The dialogues tell the story
of
an American student, Dan, who meets
Sharif
at Cornell, travels to Jordan to

take a summer Arabic course at the University
of
Jordan and meets
Sharifs
family in lrbid.
Readi~l
In addition to buidling your reading skill, the reading selections serve
as
an introduction to the modem Arab
world. L. I
5 provides a Jist and basic statistics about the Arab countries (area, population, capitals, rulers);
LL. 16-27 include descriptive passages about the Arab world in general and
11
major Arab countries starting
with Yemen in the east and ending with Morocco in the west; LL. 28-39 present descriptions
of
12
major
Arab cities from
San'a
in the east
to
Casablanca in the west; L. 40 provides a timeline
of
major events in
Arab-Islamic history starting with the birth
of
the Prophet Muhammad and ending with the American
occupation
oflraq

and the arrest
of
Saddam Hussein; and finally LL. 41-5 5 include biographies
of
important
Arab political leaders, writers, poets,
and
singers as well as the texts
of
songs, poems, and short newspaper
articles related to the biographies.
The reading selections, excluding the songs and poems, have been prepared with the goal
of
developing the
skill
of
silent reading comprehension. Thorough comprehension should not
be
the goal
in
reading such
selections, nor should the skill to read aloud
or
the skill to translate Arabic into English. Questions that aid
comprehension are provided in English. However, discussion
of
the material in class should be conducted in
Arabic only. Listening to the selections before reading them will make understanding them easier.
Three poems and two songs are included in place
of

the reading selections
of
four lessons. They represent
examples
of
the work
of
some
of
the most famous Arab poets and singers
ofthe
twentieth century. Since the
language in them has not
been
simplified, English translation are provided next to the Arabic text. The texts
of
the poems as well
as
the texts
of
all the other reading selections
of
LL. 11-55 are recorded on your CDs.
The songs, however, are not, but are widely available.
Use these songs and poems (and the songs in the Additional Activities,
see
below) to improve your Arabic
pronunciation, to Jearn new words and expressions, and simply for enjoyment. You should be prepared
to
read them aloud in class and to memorize parts

of
them for recitation.
Grammar Notes
Emphasis in the approach followed in this book is on intelligibility rather than on grammatical accuracy.
As
long
as
you
understand what
you
hear
or
read and can make yourself understood when communicating a
message, then discussion
of
grammatical structures should be avoided and class time used to work
on
the
other language skills.
However, an explanation
of
grammatical structures may
be
necessary, especially when
you
need it to help
your understanding
of
spoken
or

written materials. This is why grammar explanations are provided at
xi
different points in the book
and
a
grammar
summary
is
included in
an
appendix.
The
grammar
material is
intended for
you
to
read
on
your
own.
If
you
have trouble understanding a point
or
a concept,
your
teacher
can help
you

in the class
or
during office hours.
Some
grammar drills
and
exercises
that
are
deemed
helpful
in
building
your
language skills
at
this stage
accompany
the
texts
of
the
listening selections
and
dialogues.
Your
teacher will introduce them in class as
be/she sees fit.
Additional Activities
~t

¥I
:.U u : J
I
Lessons 11-55 are accompanied
by
additional activities.
They
are
intended as vocabulary-building exercises
and
as
reinforcement
of
what
you
have
learned
in
the
core
parts
of
the lessons.
They
should
be
used
as a
source
of

learning
and
enjoyment.
The
vocabulary
used
has
appeared previously
and
is
presented in a new
context
to
help
you
master it.
Most
of
the activities
can
be
worked
on
outside
of
class
so
you
can spend
as

much time on them as
you
need.
Dictation, Translation, Writing
~t.:.S.ll
·4~1
·~~¥1
Dictation exercises can help
you
improve
your
spelling,. learning
of
vocabulary,
and
listening
and
reading
comprehension.
You
should study the dictations
at
home,
and
the
teacher will read them
to
you
at
normal

speed in class while
you
write down what
you
hear.
The
translations exercises are closely related
to
the topic
of
the reading selection
of
the
same lesson and
use
similar vocabulary.
You
have
more
freedom than in
the
case
of
the
dictations,
but
defining the topic
and
limiting the range
of

the vocabulary
you
are expected
to
use
should make the task manageable.
The
writing exercises give
you
more
freedom than either
the
dictations
or
the translations. This
can
make
things harder,
but
also
more fun, since
you
will
be
able
to
use
vocabulary and structures that
you
choose

and
that
you
are more comfortable with
and
not
dictated
by
the teacher
or
the
text.
You will
not
be
expected
or
required
to
write completely free compOsitions even towards the
end
of
the book.
The
range
of
topics
and
vocabulary
is

limited
to
the topics
and
vocabulary
that
have
been
introduced
to
you:
Arab countries, cities, and important people.
You will find the writing exercises quite challenging, possibly
the
most
challenging
of
all
the
activities.
Writing involves knowledge
of
vocabulary, grammar,
and
spelling,
and
the
ability
to
employ this knowledge

actively.
The
most
frustrating aspect
of
such exercises, however,
may
be
the desire
to
produce something that
is error-free. Although writing correctly
is
important, it should
not
be
your
main
concern.
Try
to
communicate
your
message as well
as
you
can, focusing
on
the idea rather than the form. Errors are unavoidable,
but

the
more
you
listen
to
Arabic,
and
the
more
you
speak, read,
and
write it, the better
your
compositions will be.
Think
of
writing as a
way
to
help
you
use
and
retain words
and
structures
that
you
have

learned and to.
express yourself using simple language.
Crossword puzzles, Fill-in the blanks, Selecting
the
correct for
of
the
word,
Opposites, Synonyms, Plural-singular
exercises
J~l_,
F.l,
:.LiJI~I
.~I
,t JSLJ
:a,.:

If
~I
J~l
, ;:.UI_,.i.JI
~I
,t J.U:J.I :.l.WI
Instructions
for
these activities are given with the individual exercises.
It's
worth noting, however, that they
should
be

done for the
most
part
outside
of
class,
and
teacher involvement should
be
minimal
and
limited to
offering guidance
and
answering difficult questions.
Songs
c.;au
'J
I
The
texts
of
a
number
of
popular
Arabic songs
with
their
English translations are included with certain

lessons. These particular songs were chosen
for
their relatively simple language, their relevance to the
themes
in the book, and,
at
least
in
some cases, their "catchy" tunes. In addition
to
helping
you
Jearn
and
remember
new
words and expressions, these songs can play
an
important role in improving your pronunciation, particularly
in the correct syllabification
of
words
and
phrases.
You
will
.
be
surprised
how

long
you
will remember some
of
the lines
of
these songs.
xii
Extra Readings
i.;l!
A limited number
of
additional readings are included in some lessons. The themes and vocabulary
of
these
readings are similar to those
of
the main activities in a given lesson and consequently provide you with
another opportunity to learn words and expressions introduced in that lesson
or
in a previous one and
to
improve your reading
sk
ill in general.
Roots
and Families
.: )~.:.WI_,
J-'~
1

The goal
of
these exercises is to develop the ski
ll
of
recognizing roots
of
words and relationships between
different words. Words which share
the
same root share a similar meaning,
so
if
you know the meaning
of
a
given word and you are able
to
tell that it shares a root with another one, you can make a prediction about the
meaning
of
the new word. Knowing the roots
of
words is also essential for looking
up
words in an Arabic
dictionary, since words are listed by their roots.
Roots,
Basic Structures,
Verb

Forms,
and
Noun
Patterns
,j
I
j}'
J
1_,
J-'~1
These exercises appear only in the last
15
lessons
of
the
book.
They
are aimed at developing further your
skills
of
predicting meanings
of
words from their forms, recognizing relationships among words derived from
the same root, and understanding how words are derived from each other.
Such skills are essential for
developing a rich vocabulary and strong reading and listening comprehension skills.
Cooking
~j
Recipes
of

four popular dishes, some
of
which referred to
in
the
main activities
of
the book, are included.
They are written in English because they contain unfamiliar words
or
words that are not important for you to
learn
at
this
point
They are all healthy, easy to make, and representative
of
what
Arabs in
the
Levant and
probably other areas
of
the Arab world eat. You can prepare the dishes and eat them
at
home,
or
your teacher
might plan a class activity that involves preparing one
or

more
of
these dishes.
Appendices
Five appendices are found after Lesson 55, the last lesson in the book. These are:
Appendix
1:
Reading and writing. It provides a short reference for the Arabic writing system with a listing
of
the alphabet, notes about special symbols, and pronunciation, in addition
to
a number
of
lists
of
frequently
used words such as the days
of
the week, months
of
the year, numbers, Arab countries and their capitals, etc.
Appendix 2: This appendix includes lists
of
the
words introduced in
the
first ten lessons,
the
texts
of

the
listening selections and dialogues, oral exercises, and Jeopardy-type games. This appendix is designed for
use
by
the teacher. Use it only as a reference and only
if
yo
u have trouble understanding the material on the
COs or the DVD.
Appendix 3: This appendix consists
of
a summary
of
all the grammar points raised in
the
book
brought
together in one place for ease
of
reference.
Appendix 4: Verb conjugations. This appendix includes
all the verbs introduced in the book. Sample conjugations
are presented, which are
followed
by
a listing
of
the rest
of
the

verbs
and
an indication
of
the sample
conjugation each verb follows.
Appendix 5: A comprehensive Arabic-English glossary that
incl
udes all
the
wor
ds
introduced in the book
arranged
by
root.
xiii
(INTRODUCTION
FOR
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(the numbers 1-10)
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You will hear seven sentences. Each sentence contains a word that corresponds to one
of
the following
pi
ctures. Write the number
of
each senten
ce
under the corresponding picture.
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