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    791 views421 pages

    Pub - Al Kitaab Fii Taallum Al Arabiyya A Textbook For A PDF

    Uploaded by

    Juan Carlos Solano

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 421
    [ to) LSS ‘Aaten) jute fab fe SSE 5 jt! DVD 4 MP3 yalydl ae Al-Kitaab fii TaCallum al-Arabiyya with DVD and MP3 CD A Textbook for Arabic Part Three With new video material! ag ule lau agar sua eu 5 Kristen Brustad Mahmoud Al-Batal Abbas Al-Tonsi Pee Tae ettcd Al-Kitaab fii Ta®allum al-°Arabiyya with DVD and MP3 CD OSU emit ed eed Per eT MCD ese ee Cees Feature * Keepla) advanced sexu cagaged: Te bursts wah provocseve on rt ee er net errs bs ae leading Arab intellectuals and literary figures of the late cae Rite American Journal of Islamic Social Sciences epee Sn er ere Cee ny ee eee Rone ed reach a superior level of proficiency by expanding vocabulary Pee rte eee en reet cement Sree era re eer across the Arab world address a range of political, social, Serer nesta styles, and periods. Although the book focuses primarily on modern Arabic, classical Arabic texts have been incorporated of the lessons to introduce students to the continuity een nec Sar ea rt sae ae a eemniegehes Sonim Like previous books in the series, Part’Three presents vocabulary ‘ building drills and contextualized explanations of grammar, Se een ee ert Rene ere ete socy pone a neESe Dee Seen De ee em ee volume along with new video material on DVD that cor Seon een emery Three an invaluable textbook and reader. For complete information on the AI-Kitaab language letrning. program, Pere ere ar seer eee a eec em Georgsiown University Press Seen Renner wis ante yo! ahead (98 SICH 5 jeu DVD 9 MP3 welydi ao Al-Kitaab fii Ta°allum al-‘Arabiyya with DVD and MP3 CD A Textbook for Arabic Part Three a ee ‘tend yas | Aen fe SIGH pect DVD 9 MP3 al;di ge Al-Kitaab fii Tacallum al-°Arabiyya with DVD and MP3 CD A Textbook for Arabic Part Three Kristen Brustad Mahmoud Al-Batal Abbas Al-Tonsi aig) ule Slat agers allingy Gia S ‘See the back of the book for System Requirements for the DVDs accompanying this textbook. As of January 1, 2007, 13-digit ISBN numbers have replaced the 10-digit system. 13-digit 10-digit Paperback: 978-1-58901-149-6 Paperback: 1-58901-149-X Georgetown University Press, Washington, D.C. © 2007 by Georgetown University Press. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Brustad, Kristen. al-Kitab fi ta‘allum al-“Arabiyah. al-Juz' al-thalith / Kristin Brustad, Mahmud al-Batal, ‘Abbas al-Tunisi = Al-Kitaab fii Ta‘allum al-“Arabiyya with dvd and mp3 cd : a textbook for Arabic. Part three / Kristen Brustad, Mahmoud Al-Batal, Abbas Al-Tonsi. pcm. ISBN 1-58901-149-X (alk. paper) 1. Arabic language~-Textbooks for foreign speakers--English. I. Al-Batal, Mahmoud. II. Tunisi, ‘Abbas. III. Title. IV. Title: Al-Kitaab fii Ta‘allum al-“Arabiyya with dvd and mp3 cd : a textbook for Arabic. Part three. V. Title: Textbook for Arabic. Part three. PJ6307.B783 2007 492.782421--de22 2006051489 This book is printed on acid-free paper meeting the requirements of the American National Standard for Permanence in Paper for Printed Library Materials. 14 13 12 1110090807 98765432 First printing Printed in the United States of America Ss! Cibigiions Preface to the Student as Asbesllg pine! eared atl bf ekpsLacf Uta ee ILAaY Gain Gail! eal LAI pal sey LEY pal Guastl secre Bga¥l Jail ‘ “ay Ube ke ceed gah Hf Slag wae’ 2/8 coph hl NLL Lay Be pil cagetally pS ISH SAI ots v ouiy Lagi! aati cnn gsl ange Jig nee Couee yon ell os Lab lly Level lee GuSl sill : oad! Jal o Rep ARG 8 LA Ry asta colae alg en dela cgi ig3 /aglacill Gili» Basu eet dierent tell eased ae5 ad lal TJ pS poled pass Gal - cone gels giall Gust pil yall ral spa BLl Jail Jail! pul alae¥! " iy ieee Ae Sel all WAR Ge LAY Lae¥ly GES G2 SIyall VW. co i pe aot We vcsrnnenegjlee ball oye seal elit /aSjatll ole dar gail yes sera tale Hglydly JIS y GSlgdly GIS Gust alt Sey + Rael Lana y «giv Leal ys \go +e ohgbls peat GV ygeae = ASL Ven. ghby asad acl alei \EA cee Eyal GIG GVy Gasca abe yor. vga gl 7283 / gall gual gh Sal a MS PRearednvecie. elas / pLalell juaall (8 Bl jad Ge eset / aealeel nal ght elagl! ja ye stgal JP ISI! Ugh» Saeed ie ieee BJ chal gygh pple gids Sagan fase stall es bl ast ul VW occccecccceeecccsseensesenseceeecesees Moat Sitasaell asin allen -6 yA. 2 ake ee Wane a Jal! GIS all gay Gell NAG cccsrescecesrerrencncieasenineremremsarn tdi I ated Gale us| sll VAA sola ie 5] deal ye VAY... pal bali fo gia 3 eal a8 adsl da glly 51S \Ao oe Jo EI OES» Sha NAV seceasoven «UG! Sajal sae 8 /celiee GUS Ge Binet» Samad Y. coves eat dly gest WO vsreenseeemnnees GUA Gabe / agp! pao uee 28 |gdi gly Wiss . “ dae Ugablly Leal « gly» UM centnccvsees vo etauaay Tag se Jeea ald ll NYE. 24 gail + Jeli + jul! Wh sanieibeny Gayl yA. Coa solve “Set / pana gh ly xv) . yet BEI fo WE scessstsseneiseenieaninniens glad Sul SLY! go Ute YA. iba Lel Joc gh Gal pe Lala Ube» vi yaull stu 3e1 ul Stull Sel all 2 Lap Lal Ge _aalhatmc yen geal es Silly Bagh! gloat teensy Leal pe fol !Y! : o Tablas Sf Bosase ado ped Jas / LH HS al SLse AU) age pals! ana / «allel 55835 eas Ll> mince concen ggilginal gill yal /eSEF OES) gids wai = aa vail usu Sel itl wisps 8 /apill ua es p3ally ABEL ln vail els ast at + gaenghg Uae pe GLE geil! cpal Sole a /oU gall bys Ugell> — Sela) Maen gi Jgedll aualgl Led pac eld! Gast sill woes sevceeeeeeeee ee Cells sb / ec cpibal coll Ula» duo peel panes / eel eis Ul gd Taney Based Agia 54, Sdn Ege pall Ldel Gust all cee ples / Sully Jadlly Lad — yautt ce pamuyhy Legh ye paally spill Gast ill oa secceseseee 4g Ugadl + Je ill paul sJlalt aig lee gil I el il seen sooo geeel! Goleell ees Dito Haglaile wectlls 2 ggtab Gal / celal Gey» GES Ge SIA cpg as JaegySl Byer Bama ne sega daa 8 / ge GF SY ga, yell postal sale see a Je SAMs YI ony pel Ja) Sel ll Ye pag Gull) Sea / AS gly TS eV phe Quul G HI ry. 2 OgHS Gala desben gs EN NWlcecs Gos seme fe esl peSsas Samad coe Mg Tbh pb Baylgdl Ci Loetly yugold seccceseeeees SLSR! Sole YAV. 2 dae faa YAA... Jota pial! an 2S ga¥! adit ya. Slat ray Saal HAN cacao Geel Jueoe ial! yar aes 2 QSL Jadlt rag ts aee al all Yaa sociosisnnesenee Lggpall lal! ee JEU GI gt vAq pew! go aed! ached Jae ty cece POD OT Bd Cu SI lg Welg GIL Gay gd viii Prerace To Tue STuDENT Sdagpat lsd 8 GSI? Abadi one SALE 6544 pt] Myung si The structure and focus of Book Three remain quite similar to those of Book Two (the introduction to which contains an outline of the basic principles underlying the structure of these materials that is not repeated here) Goats The main goal we have set for you at this stage is to reach a superior level of proficiency in Arabic. We have designed these materials to strengthen your reading skills, increase your vocabulary, refine and expand your knowledge of sentence construction and the Arabic verb system, and widen your cultural background. The chapters are structured much as in Book Il, beginning with vocabulary acquisition, followed by the basic text (preceded by background information and exercises), grammatical explanations and drills, additional reading texts, review drills, and suggested speaking and writing activities. Here, however, the gap in expectations between the basic and comprehension texts narrows considerably, and we expect nearly total comprehension of all reading texts as you approach fluency at the superior level ‘Texts ‘The basic texts of Book Three are at the superior level: this means that they contain opinions, hypotheses, and intellectual discussions. Great care has been taken in the selection of the texts to include writings of and interviews with highly prominent and respected Arab intellectuals: literati, journalists, and university professors from Morocco to the Gulf, Through the course of this book, the length of the texts provided increases steadily so that by Chapter 10, you are reading full-length editorial articles. We have also included Classical texts and poetry, because of the advanced and superior linguistic and cultural content they contain. ‘Most chapters contain a text from the Classical Arabic literary tradition. These texts will help you begin to develop competence in reading Classical prose, which is important even to the non-specialist for two reasons: (1) modern Arab culture must not be stripped of its historical context, and (2) in our opinion, that which unites Arabic in all its forms-historical, geographic, and social-far outweighs that which divides it. The “heritage” texts have been Included as much for cultural value as for reading comprehension; these texts may either be read for their main ideas, as reading comprehension texts, or may be read closely with dictionary work and close attention to Classical style. The choice will depend on the goals of both class and teacher. Chapter 4 presents a brief introduction to Arabic poetry, Classical as well as modern. Thereafter you will find a poem at the end of every chapter with suggestions for discussion. We recommend that you prepare the poems at home and read them aloud (poetry is always read with case endings, of course) and discuss them in class. Vocanuiary Leam the vocabulary first, before tackling the text and grammar. As we stressed before, personalizing the vocabulary by using it to write and speak on your own will help you to learn and retain it faster and better. Due to the sheer volume of vocabulary accumulated by this point, not all vocabulary in the basic reading text is given, and not all of the vocabulary given is recycled throughout the book. Less vocabulary help is given here, especially for the literary texts which, by nature, have a wider range of vocabulary than journalistic or academic prose. We assume that by now you have developed some skills in knowing when to use the dictionary and when not to; now we want you to develop your dictionary competence. =< Nonetheless, vocabulary building remains one of the most important activities of language study at the advanced level and beyond. At least two or three class hours per chapter should be devoted to drilling and practicing new vocabulary. Each chapter contains advanced and superior level activities designed to combine written preparation and oral practice in class. You should have a good grasp of the vocabulary before reading the basic texts, so that reading does not became a dictionary exercise. Reabinc ano Granauar This book continues the focus on multiple readings: first without the dictionary, for general information, second with (judicious!) use of the dictionary, and third to study certain passages for grammatical analysis and review. This process of rereading is important for several reasons that have been outlined previously in Part II. New here is increased dictionary work, and some exercises designed to help enhance your dictionary skills. The “study guide” exercise Jai! ps Sips! Lul,) continues here with directed questions that either review or preview some of the important grammatical points that occur in the text. This in-depth study of grammatical structures in the text is best prepared outside of class (including practicing reading aloud with case endings). It is designed for you to work through by yourself, and to help you understand the text in detail and to review old grammar in new contexts. Most importantly, this exercise should help you develop the ability to read in this fashion, with attention to the nuances of grammatical structure, on your own. You should by now have a firm grasp of the grammar presented in Books I and II, especially basic sentence structures and the verb system. The Appendices contain an index of all grammar presented in Books I-I. ‘The grammar in this book consists largely of details, such as the full conjugation of the verb classes sailii! Jills i591 Jal! and number +noun agreement, in addition to the fine points of complex sentence structure. Mastering these details requires memorization and practice; therefore, there should be no reason to spend class time on grammar explanations that are covered in the book. Sreaxinc ‘At this point, you should be spending almost ll time in class in group discussions or short presentations (in Arabic) on the texts and cultural information you are reading and learning. Activities are provided in each chapter that ask you to use new (and old) vocabulary to present and discuss topics important to both Arab and American cultures. Warnnc These materials ask you to do longer writing activities than at previous levels. Writing at this level is time consuming, but gives you intensive language practice, because it forces you to work at multiple levels: vocabulary, grammar, sentence, and discourse. ‘Anew kind of exercise, i.L3sI! 11 s-1,21i 2 , is designed to strengthen your writing skills in Arabic through close study of some of the stylistic and rhetorical devices that Arab writers use. In this exercise you are asked to look at certain aspects of the text you just studied, and then apply those aspects to your own writing. Listexinc Vocabulary and texts are recorded for you on CD (as indicated by the CD icon in the book). Authentic listening comprehension passages suitable for use at this level may be found on the Aswaat Arabiya website (locatable via web search engines). This is the third and final volume of the al-Kitaab series. We hope that it will successfully launch you into the “real world” of Arabic on your own, tat date BLOSi dle, eS) ~istig 6 ee My Dhae NI pee pA BLN pad gb AREY 0 SI o Jal) Sa Ge J Ue Le yah fig Leal Jal pd gb SU lala, Siete Galt 9 SES) Beg pe gh anal calls GS HSN Go SAME ¢ jal! Sty Alii os all Go IEDs 8D yl jal) Ganley HL US A eb: OS dali gl Sele ae ce Basal Sle page GUS Sy. Dye jell gi lata a "ally Lge Lad aS ais Balas GS Gb aud Oye lee py A She ge sal ll gle CI 5 A oy jal CDM CEST 0S ot es yall a das ys Gali ABUT AIe 6 Ss Su Gt pall Ayalady) cutillatald 68 9 gf DEB Gay olidbe ale lb ll Asagidl Gash Gad Ge GSM ye Co jal) Glas Ugh Gly (EM IY) cul jad asia (of Gg ULE a Guu a IS a gl els GOS US by Aa pl) plat (gb GUS ye abil) ol ja) Glade jlae gle Lhe lanai bli) Goes MI Uae gi 85 Vi os Al Anal Aad A) ole 8 Ghagiuudl jo dy pall Aa) ples § igual Gf) Ve Gol) dy pal) BRU gee Na po A greys epee Zell) cli sine Goll Upragll Jste Y Agi! 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Gf bil in particular, in and of itself ony -3 Taybll alge bbs o) ONG ost eis asl OSI aly SULAY) 034s Boles CALL Cedars 3,91 jlacdls ByuS sUSY gil 3b LasY) Waa as long as [poul+] boflb / ji ule -» BULAN ISAS eames (gl Taal) aggenl gd CyS gLats Y Sayed oi cual! Gall Je LSS G| Mls 98S Go) IGYT 0.8 SB Sasol eckall paints all Ge (aR laced ao Gasll cab Satie coll (cb Lalla velo solo clas! cual be Luis 12 Lael Sade pila) hd cual! oll get Le SLB g aL ode Lae gecie GI 17 there is no way to Vp) Siw ¥- Sagas le p52] oSU coll Jamas Yul LLY! G3 tv eB pl Le decal tll LY Ss Ua oll Upacgld rte YGF ce rgaull Gbil Sip... 1A YEN 9S, Baal! pel 13 tbl ps bea slit! which, the thing that... (... gill 2¥! =) (Le + 90). Cao. = 5 chic HS pill am Lae hi¥l orga JUS SyaS clad) stall Gb sll OS! 14 ALglilly Ly sievall Le tll Ml Go sity geal cpiay Lao ULAR Gay Ge Uabual! pli Ileal 1+ Koes DLs | V ppt AAR AL I Sayed Si Leet Chay slat Lod! Igees AI Apa JLaS¥ Baya! Chieti Igorsiowt | A Garé Note: expressions are sometimes broken into segments where word order demands; this is indicated by short blanks. You will need to use some expressions more than once. There may be more than one possible answer for some contexts. iy pala Jas olay pollution: 2° gt gle Jad 3 HS Sl pgs Lia -1 ek Cll |S Gls GY ps gue! USL ode Gabe oLaLal! lately Soll gd pails Gsbaly wlll Sis Lin pb anki [da is Goes 43) claLdl -¥ga gay -Guleddl 4.5551! Joel! esl! RA jf pees TUS eek, Gl sas GL pe Lal Cle cscs eh peallais GoW uae 555 -Y Kole (pb Ug oil! Lalas Si! pegllaly Gobbl! pes! shy opelged Seale! pf Godel! slg dge Qe Halll as ile ae Lh. «race ByaN| ote! gle ates Solel ay Gob tga uaa al Ug clays Al gS¥ (Sa cs S3) poueehl ge AST obs eB bt Yi Lett pals SL! woke ¥ Ug atl) Ladle Gi ute STA Leak ve sss dla gi 1s Gosh slate! le ales ol jbtel Bae gde Sdaen HE Bp Bl che pl! Gly Cpe gill 3 pals! Giada a ls 7 pAb Segall ogo slau! aed 8 Ul! ode oles Giigee afl BLAU 8 Sp 9! 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Sisal yb say BybS Usd U1 Ces abla Gib ge UaLall oll pees! pebadd pm Lye ¢ Ube ala pL cps BDA Loos yaell pllall (gb Lady! GIS all edie Ly ccupwolall Qusdbel Ga ySatl 5p) sal agassa coed SAN gy LGN UL LI Ga 35 paill ols 3 SS yulguci”y “quaadbuul” g “yeabune” Ghataras pasion iS daSliol Islamists oo ey! “fundamentalists” i.e., those who advocate a return to « G31! J sual» sy gal ged! S819 ogs Swit GpBall OI ge pS dln Sieg LS Bape pd bee das Ty 1 Ali Ll cH) sell gb G05 Bene VANDA ple wel aYl» UALS (ll pill (SalI ade gua easel OI epppally Uae yp pe tl Lyte dee NAVE ple cpl deny ANAT pling in INVA oes aS Tae pauul SYLEs B15 GIG 10 ple play! LS eAbplls ging beng ¥h Goctlly ply AYl pi Leal pdb dle pk pAb GILL ¢ 555 Cogatbabadly oped) ace als Ci gags Gael Of Pcs! 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Laila +L ae asst opll Jusd plese Uilluy SI ae ay Gri billy cylsially ard ailly Upinsand Lyaddgy Lagree ApS sf Layee al as Lal dap sall 22ill oll apate wba Gayo she ES pol Leal Bhs pul Gall Gans Ul dls oe opel ost Goo sue SNL age hada uall le GLa Shy ged engi Ge ja Lula! Soe be dS HaSLud! abgsale Bpedye cob LSap0¥) JB Hayy lel alla (SEM SiS) 2b chai! Soe ligS sine p padepe cod pall Ge SLY! Lae pgll Ger Gl GSS Leas gets Lebal Gp8BSs Galt! Lgesdtoaly Aabde ISSl Gaduy! dlp ule Lag slay Cast coud ducati ly Cuoliially Lirath pyalill oo @ Lal! Jeas eg gains gi Juola ga Le ge ciliby ob ecto ile Goble 2S) Lagly ua Ge TH, LAN le lal Lia LIS OLS Ge Caey> oy Voaly Gad cual ala) Ula G! ob Lal ge elgitins Goloal 2 yo Pe Dab pled Ge S LS cpa SEA Goby SI pais spe ll Hl Leal ON capt Bytlenlly ail Bigs isd Leal: papal flat pb HAM! UL Goeg Lgmdheel ll Sune YALE, SG wollen Ge Giles ppeee yi telah pels pret chet! ppale Gubll chi ga GENT Jollet Go By Rell Gesell IL Ge Ls OI Ga DLL GLE YG aie Tabl dese dale [ply aig LS ge pene Let Ly Stel cap Gee gee As Sy (cen Jad I etch Yb ell gf toe eal cob baLdt oe cel GL BM vty! ob LAL Jas ol ehh dell gs Laie [ped gee ob pI Go Gils Mulan Ly. 5 sebgely Deal aa Cgeate Y pS, AG, Ray olde Cyatady patall Go band Ryeolall Slant yb pS Lea Say gb Say ggne Jalatll [Say Syl sggesell Lal gb SII Lyall Labs ga GLY! Legal! of LB 15! Gls ¥ Llely (Te Ob LAM ga gall Uyall gas Gl gle ethil yey Les Gad gill (Sggesall ella GIB Laid Ul aps als Un 6lh Zagat LT tyshall aludtl jasall Ljallay otal 0 gd Gad LN Legal ge ob Bol Iyolh easall oye plats gf Ll otS lily (8 Se Lab Real Seda a gsll GY bill Bulely Teal ll Gil gaol ya ofall "i © Nag ae preys Usulasall thy dl) Se QoL! Ula! Ga. US 5 Hy Gaal pa geste 3 ULa all sags OI le Wail 15, hao) Way dae pall elas spill Ge Lazar seit! ES 3s LIS] 58 oS Gey Tale oly! go BSIL 15 ub esall LeapLeall Layee euleey Ligilis Lh Oh Ol gk IS ally Leal sills elesd hd Zaskeee Zelan JS GU AbLall tl Usual Fasalaall Slo 28 SLAM 8 yas alll ll Lass pt LY! ULI SISy bse stbal 43 Gel ss USL ot Tpalis GAM! o! GSS WY abl Zapall LuyLall teolees Qoraill seleds ah: coed SI Gyo Gaels sel USAM ol ae SY teulally sels lb Gods Al ee Lvl SUnsas Sod! ULatl l MLN ge HLLEY! Aa Ga sZoll Lest) ga Lal Zell eo SLE Yai gl hed all ease gees Stal VAAY/V/T. ccdauasill Gucttly Base. AGL Spf ttt ALL pe Lyle SU ply Cane cual eas dtawe 256 Bye youll tell! Solgatunll ee LB oe ol petnl be Gin ety se Sia Saacg - Sasa GIS Niles Sdaadluy! 3 ALL! ped i Coa il called ge pS UST SIS! gis os UL Sig (SLea LST pel Go cilia Las Gpaedluyl ee abel ony tS! gl STSs yell Lap II 35! Ly haa Sd pS (ll alles 8 ISI) jay LAL -£ So 2! Hae JEN 35155 pal ¢ ws 3p HS Lagd ay ga Coady $Lam Lad cpp edbeny | gos LaLa SL e opt ten SIS S32 ~ gph Le: Aye! UL Uses & US lia gauge al gly go 1 Se see oe é So rt bp AULU! obe ee gd «Le odLuyl Ubally obec GUIS! pubes ISU Fle Clgssdtns (ill gy d¥l cl Leal! pale GA pd Cee S1pily wClg Al dawlya | IT une 1. Skim the text looking for the particle s 3: What are the two different ways in which it is used (look at the verb it modifies), and what is its meaning in each case? 2. In paragraph 7: a. Find an example of ju) negating a ¢ 44 verb. What do you think is the effect of using jus! in this way? (This usage of jst is idiomatic with a few specific verbs, mostly cognitive verbs.) b. Vowel and translate the first sentence. Look at the construction aq! why does ¢ ,Lal! have this form and not jc. ? Who does asuli refer to? Note that verbs must retain prepositions that are integral to their meanings (these are always given to you in the vocabulary lists). Thus, in passive constructions of verb + preposition expressions, the verb always remains masculine singular and the logical subject is expressed on the preposition Using aga! Lt. asa model, and the verb le 3Lai , how would you say: they were called the evil ones? She is called the peacemaker? c. Find the verb Le! , then find its subject. d. Study the sentence beginning with 4! ae gs - See if the following sentence can help you figure out what 51 Gee cy. means. Look also at the construction sia ilLu ,: What is the difference in meaning between this construction and iJ, ia? In the former, what prevents sia from preceding LuLu, ? What do you think this new construction means? 3. In paragraphs 6 and 8: find one example in each of emphatic. What is it about how J occurs in a sentence that helps you distinguish it from J ? 4, Find « <1) ¢2%!» (paragraph 13). Use 4 jpl!and all to help you figure out the grammatical construction involved. Give the derivation and meaning: 5. Vowel paragraph 10 (... 9 sie) in preparation for reading aloud. Pay attention to the meaning and grammatical context of the verbs to determine which are speed pies 6. Translate paragraphs 2 and 4 into English, using the dictionary as necessary. =e HSH I) 5 0 | une A. Go back to the text once more to answer the following: 1. Find four lexical synonymous couplets (paired words that are similar in meaning and are usually connected by yor 31). Examples of such couplets include: AHN Gyan gs adel gi Cygecell LLG y LU) GybIly GulLadd 2. Find and underline in the text examples of LJ! conditional clause; underline twice the corresponding 4 yd! 15> result clause. » Look at the opening sentence of each paragraph for style. Specifically, note whether/how each paragraph is connected to the previous one (e.g., with 5 or another connector). Remember that zero connector usually signals a transition to a new idea. See if the presence and absence of connectors suggest an outline for the author's argument. Note also that the last two paragraphs begin with sentence-initial 2! , whose function is to retrieve a previously mentioned topic. What is the topic in each case? Find similar usages of ;,| in paragraphs 10 and 14, and identify the topics in them. B. Write: SLi! Lguaye 55 eal olds e@SilelS) Lgsd summarize ygur 15 AtLao tg.iSt BSN obgs Yoldt Si, ye Loud yarns Garg pogd C. Once you have written a draft of the essay, go back and revise it in accordance with these suggestions: 1. Organize your essay into paragraphs. 2. Explore the stylistic effect that synonymous couplets have by using one or two in your essay. 3. Try to use one or two conditional sentences as effective rhetorical devices in your essay. 4. Check that each paragraph either connects or breaks with the previous one, according to your outline. When you retrieve a previously mentioned topic, consider introducing it with % | . adiie as! gill adh yah, Fam Yl By it! pail demonstrative pronoun 3 LEY! au! We are concerned here with the use of 3 LAY! cLas! (... ell cell «6952 «Ida) to modify a noun or noun phrase (e.g., this framework, those irrational beings), not with its use as alaise (e.g., this is a framework, those are irrational beings) The study guide following the text asked you to contrast these two constructions: this is our message illu; sia this message ofours s3alila, — -1 This difference parallels the basic distinction you know between: this is a message UL; oa this message UL jes It is important to understand the contrast in structure and meaning between the examples in (i) above. Normally, 3 Ly! us! precedes the noun it modifies (as in ULus,!! oa). The “problem” of the placement of 3 LY! aus! occurs in the case of LaLa! (whether it consists of two nouns or a noun and a possessive pronoun, like LisL..,). The first term of an 4_alal cannot take I! , even though it is definite by virtue of its role in @aLay!. But if 1! is not present, 8 LY! ,ws! will be interpreted as a isis meaning this is/ these are (as in LilLus 5 93.8). The solution to this problem is for 3 89! au! to follow ~_iLs¥! when it modifies the first term (sia GAlLu) dua pad yds o¥5a Lali oda JS¥) Glue! ob pad ol phys This rule applies to nouns that cannot take J! Since the final term of an daL.al takes |, 3 LEY! aus! presents no problem here: alll eX 5a Jshe Tul oda LYS Occasionally, 3 ,Lity! aus! may follow the noun it modifies even ifno 13Lal is present! This position tends to highlight a contrast: als Stu ppisael oda USY SSI) SY! US Ipee) Gyad “This construction parallels the use of @ LY! gu! in a number of spoken dialects. ay BLO awl + Ldliol (eos siaee day ell Wl gery syL21 awl V Gap I very much appreciate these efforts of yours. These peace negotiations will avoid the mistakes of the past. This new school curriculum of ours has not improved the quality of the schools. ‘This agenda is well organized and reasonable. seeps This disengagement that you describe-when do you expect it to occur? 4 . wg dl foil! * You have learned the basic stem patterns of 35 s'¥! Jail! , verbs whose middle root letter is either 5 or(s. You know that they are conjugated just like other verbs except that (a) they have two different ol» stems (e.g., —3LS and ~35), and (b) you must memorize the stem vowels of each 533. You have probably noticed that some verbs of G34! Jail! type lose their long stem vowel in certain positions. Study sentences (\)-(¢) : eM! ll gad pili 3 ps Jui oda LSS At (1) osedall gecusl al (« ase GG LB as SAU Jhb pa ad OM of Gaboue el (@) Crabs a ASL ha 53 Gites ol (0) ) ) Note that the long vowels of ¢ LAL! in these sentences have shortened. Note also that all of these “shortened” syllables end in sukuun: the first three examples because of gl, and the last two because of the conjugation of the persons ¢.s and Gai . The sukuun on each of these syllables is the reason for the shortened vowel. It is possible to learn to conjugate 3554! Jail fully by memorizing charts. It is also possible to learn how to conjugate these verbs by learning one simple rule and using it to derive what you do not know from what you already do. The simple rule that will help you conjugate all 3,1 verbs correctly is: When sukuun occurs on a verb stem containing a long vowel, the vowel shortens. This shortening usually occurs in ¢ 5 jot! ¢ aL! , because the stems of most singular verbs end insukuun. Study the derivation of the verbs from sentences (t—1) above: el — "+ (5585) () qhini al <— “+ (qbiui) (¥) od +(pLe2) (*) “We Use the vowel shortening rule to complete the following chart that will show which ¢ 5 jal! ¢ Lal! stems shorten: Port &y Laat! peel (gehen) lo He (gobs) pl <— Lea i ste (Gases) pet ge i “H(gehins) me — V+ (qpbiens) als Lee = OF (ete) Lm or + (gece) pl Sal oo V+ (qabius) Al OL o— Ng + (gabe) al — cl — ) i You can also use the vowel shortening rule to derive stems for ,.alL! verbs. Complete the chart that will show which eel stems have short vowels: <4 (4Igi) CL ahi (51st) gt HS Gol) Oa 1+ (211) — Lew co a GI) ssl Igt (styl) <— a <— O54 (sli) Ls Seti <— O84 (all) GU «G(s, i) Lae HS tai) co i — Stull) be — WH (lal) — oes et (ali) Only certain 35 4/ are affected by this rule: U23,Uaai , Jas}, Ua), and Usha Soul. (inthe other 35 si, radicals sand .¢ remain consonants; check this by taking any ssi jisand deriving its 41531.) The following chart contains one example for each 45»/ pattern. The stems of all! are given using ,a and Lil as examples; you can derive the rest. Lear these verbs to use as models: Eyteal aus oot The four derived 15 51 (H-X) listed in the chart above follow regular patterns. Note, for example, that they form two natural pairs whose conjugations resemble each other: 1. Jasiand Jail: both take (sas ¢ Lal! stem vowel. qb ss 2. Jaisiand Jo5al: both take an alifas ¢ ,L4L! stem vowel. gid 3G *Guess the meaning of the verb 1231 (remember that Jais! 5 3, is the passive of Ja): tobe = a eta oe jaw! cag! foedll The pattems of j.aL! also fit into the pairs Jaiiuu/Jesi and Jasl/Jaisl - Circle the similarities in the following examples, and memorize them as models: slay) Que ALL cnc Dole ALAN fof 3H pod ALLE fall lap SL fqinyah Nota My lop S35 spread Ss “ual call ehig els Bla gals legislation <— Dept clad identity < ss to become greater, more significant — puke to [be rich enough to] do without je -Baul <— ety one who calls (people) to geag i lea priority <— Jai 15831 godly Wy age5 le Usd gS pal gl! 2 soe oll all wel a aay 2! Agie nidl Spade abl 566 Glial Se Gatll Isis Nile 21 SUS [posts LS Bley Gust! Ula Bygee ls -Y Spa Le suspended «@ilas» sl Yrs Joie gill LLAAI! Gs fsse sal! sol Si £ sell gala be alsa (5! epidemic problems 139! Gs {ia 1g 58a) 2 -ty = Si ll eee at al the ask! of) JUS ea! pp eA ol gi UGE Bak GLpLS ohay Jaye deal Me cagab ab gS Te ADI OS TSLS GS yo ye gS all [Sa hay 3S) pel olga! JS Legatey Le ale ales! oe Led 5 (padags ccpobenes GUS clelai ds JL gad pede eal io Gunbiy IUaiy La! Il Sagal gol we USly aly OLLE od uoS jay dabei olen PUI tay La of ge Gla lel oa gee Galt gy sual gles ial) Thou ds LS gpl Los, Lpaene Cashin Lay ll a aos aa ogSllly Leal! ey clad Uplagdads 1365 ak Jae gb gy LOLLY Lag tll a Lalas andy Ley [phaiy aL GLaall Hall Byse lal Ky Tables SUsially COLL gyah go satel! gllad heads ole dd pads Carley typed! dalla ul pS lh Sys Bae Ss 9h Sian ga Lin ULisdy ell Ilpaally Ajab aaeiey Gms babi ease le ple age gigull all Spal go pass UlLe Spal Ga cpa poled gecko! all Ide g! -) Latuscsl ly sh dayall gall sled) Syl qlilas Oo lls + cuales Cale gl Lleal edly sal 6) camel Wily .qralubls yall Gago Lle UtSe ail, G Lae ofa! gill ll 5a ola Seb pall Sib cgaleciiy gual] JRA Lang Lesadd LeLat G65 & Lidell Spell Ge deaall UL Z : is 5 Lillaiay Lissabe gy... deal! Uy jal sagep ae Lage Cubans xg SLI (Ls saga Glo gill til bull Lat -¥ USS lj Y apagll all Lge (all Baya olS pall GF 1a ey cabal go still Zuadll ba ga age ae fl gla YE GIS Oly « Ul ELEN Go ae Ys Lng ll ley o GIjLay gata! pale SLi pe sleally Suphl G2 Slide Lal! Ye Saal! LUV! aba Usly (9) : pues tye Cpe gps oy lke GLA 58S ed LUI Bley pumas eiSliel Gye ggd Les Qual Gor gate Gi! pA pal Glad ggeats GI SES LA Spay aka gue Label Lagu oo fh ll GIL Ulead gh epi daghll Socal Gb ha Gh ag BY Go, Qpaball gle @ 315 ppale CLAM Gly ecgabaal delaai cy jek ull) gle Iyarie Coed Guat gf al go Ge aay pl dil Shape Oba gi edi Lily LAV! 05a ajplil eaxercly gual pas aay Tal pated Balyqolal Blaalls poled! Sall 3 Giles oils il delaayl, 45H) LLaall SSisl. Gl (x) Guaatiy QSAll BST y lglg YN gd gana cLalalld -. LS (ead Aoall pats pl Ug le UIs Y Sasha ge Beall Lay tS pay ll Iba Glad ge Sold Yoh poled! JS Sly elpeal! (ll Sagal 5 gue Gaull Ida 3 ate alslls GSI! oe Bas giles oped gill dll on GL Usgsleds SI osten Y alll GSS Bil. gee get ALI GLARIL, ggg np Lage ea pets SLRS Goa Sad Ge SS ull Cabaas all all gas oe Geipeably Gales! olaugll JLo gh Gayl deal! gi Gas all gi Lyles sgcloall quell goleeii) pl! ghaly Ud Os Sis Y Ga gai. Ul Syeally SLUM! Ud 52 we oll VI ts yi ULE! gt Gaaall cag gi Gaapslly plus! ulead SsRalLs.. LalSSll La falas Yy plat oly Jal pa Saas Gln ARE eget I Leagilly Goll p04 OSIy USF aly US clayally Uyplle UK GH obralslls 4 fay Lal bas bi 5 gee Lay Gugill Wales gi Gass GS gal ot Lady ceed sel Ly GB al onl Ge Vol pL pane gb Gell le Leah pt $3! Culd Und ph Cigns ola! Sleall O} - Lob! ails gH (ll US Likey olectel! lB jatlind cplalete ssSilly Cala ulllans palally sal¥l G2 Saag0 pi Sled Go pS Sales Of «JEM ase gle Leng cael vay ll sh ay Gad ll Ss Ge Lata Ladd! gle olaall ajay Gaal Slay! ll Bye gf Lilly Breall ¢ Law Sey SLEall ut Ge Seta! Qu59i ed Uaally custlly Gall WL IT Jay Use pay Gall pete ut OF Ga? agbes pL (II Gell! ollesIy leet hans gill All 1 god Bayh YI Lil (8) ph IS gpa gly leg WI gpecdy cheall Gull 98 ll sd Sally opleDU Jala Gepnady GLLG 8 Cees Lackey gles Gly od HES Log Sylett Glo SelB « Lal! Sell Jud Y lela! oa Ge Ls LA Se poh aall Slesas aseoll cut od! soxill Jgats GHG gehe OLE gis. od LABS! Led corbslgig Yl aaady eLYI GIGS! ody Gill ely gle Spall aU Ghee Ge ols Le godt all Nhs daitiaas 3 Gute LVI lal ibs Lely CUBIS i SLaall jJjated Layad po Spall ebay gible emails cupsall gle Byadll seis « ill Gee slyaal gph ph oLaLegy Stal ed al pela all Kia gpat Lag or bell gle Celtel! olamadlle sus dan gH gull aap 38 gee a Gtk all Nha — lds — gad GLU ode IS Baye sa gagalas Y Goll JST Sly» SS dS Y) LAY Lady. bully ¢ Gaia Gas Gall Gass Jaall oe cata les Yslyan GUS Oe UVAAT Sapa gl Bally Sao _— psgalatl JLeeiau! we d¢l,5 Jobin TY Sind fue Gale SL Auith Bpo nghpBto “ot! I” yas ll fgogc od Abia! t9i,51 os gage pos Sg -AelS dolS Gout egit wut todd digucall aie pug alall Igossinu! day iS) gat SILL patted Ll Judie (cll Luwill, optimistic Laie jad GI sal gals Usd =) + ta + s 2 1a Salt hope Le! das ce ye GT Y] fide pad Gl pe ad ll ple -Y Soglais oh coda! Syall las ce GUS says gill Le SSL shy Gg Masel Ge em ly ca dlul al Gye Lise Le CII Salas gh codte YI ll Ibe CLs GIS! aaj Ja GLAM -2 6. In paragraphs 1 and 2, identify and vowel: SUL gaat! ea8 pal! Jsgeel aw bd 7. Find in the text 2 or 3 synonymous couplets of which you know one word but not the other, and copy them here, then write and learn the meaning of the new words: -n- ald dgdss heed yy ruadtly pMSU bis | 16 gant Ziti Lest Stari! plastul ple Spit wo pode gaAiS encdiell ob a lost dose g¥! Gptell 53 pull Liles Loins i Gall ebi, -) Up SLbLass ds Ls alanis sibs se ebull ylya¥lo iS ya -¥ AL coe AU asad y Cpa LS I Gaal AG 1S gana Upalaniy Ugalblis s gstis : Peace Corps @dluutl Lies / edu! Soa» of forall gam peak pill glance! Flay Se Gif Sell aL -2 al Sy «KX clben ph 5A LU Quis biss TP ape GAAS $day as of droslel gf oclarol duww§e go foal rege yf CU Few Lo O/B All pegbt! Joell €o5 pp Lob Ady eed yf AU Gesu ol Sify hind ge Wkly 4s g/ pod of opps eomtllg et weil pdt gat 2 small 1d oo mazel chaige 22 J Sgpacne Tyas god” + sBelpAdl ° “Lae sald ye” ¢ Bale eld) ace solid + sited jfi / “plata 2,” « ayo ASL pb Ln duasud ¢ sola Aabpiilg deg! “Lo” cblofadinl @ ceeSf all Solas pawlg pomatls aptt -yaSlt peal + -vA- [a7]: 9d giS to perform (a function, role, task) cust < cll csi tool, implement alah historian < eb god <— at radical <_ soe to respond favorably to (a request, wish) — befole gh to do (s.th.) well, be good at tai <— Boge sae preservation of the species Epil Bia <— bas to deserve, have rights to Bake <— Ge to control, dominate ake ase liveliness, vigor Usk = still alive cll -¢ LR < to push s.o./s.th. (to) (AIA) Ball. Gu gs gals « gals ekg tly = olel -¢g op responsible (for) (ot) bo Jobe es to concede (a point), accept (s.0.'s will, decision) + aL. plea! Ups plus Gi Gale eat y dU! Bal! ode < simile Weg dae <— al to be correct Basal ee le