Learn how to use nominal sentences by hearing a formal conversation
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| INTRODUCTION |
| Becky: Hi everyone, and welcome back to ArabicPod101.com. This is Intermediate Season 1 Lesson 3 - Why Are You Learning Arabic? Becky Here. |
| Hany: مرحبا I'm Hany. |
| Becky: In this lesson, you’ll learn how to use verbal sentences to explain why you started learning Arabic. The conversation takes place in a classroom. |
| Hany: It's between Tim and the teacher. |
| Becky: The speakers are strangers, so they’ll use both formal and informal Arabic. Okay, let's listen to the conversation. |
| DIALOGUE |
| المعلمة: تيم, رحب بزملائك الجدد. |
| تيم: كيف حالكم يا شباب. سررت بلقائكم جميعاً. |
| المعلمة: لماذا قررت أن تدرس اللغة العربية يا تيم؟ |
| تيم: ذهبت مع صديقي الفلسطيني لمعرض للوحات الخط العربي في أستراليا, فأعجبني الخط العربي كثيراً. |
| المعلمة: رائع. حسناً إذا, إجلس هناك بجانب إلينور. إلينور أسترالية أيضاً. |
| تيم: Oh, Hi Eleanor! |
| إلينور: لا تتحدث معي بالإنجليزية! |
| تيم: حاضر! حاضر! |
| Becky: Listen to the conversation with the English translation |
| Teacher: Tim, say hello to your new classmates. |
| Tim: How are you guys. Pleased to meet you all. |
| Teacher: Why did you decide to learn Arabic, Tim? |
| Tim: I went to an exhibition for Arabic calligraphy paintings in Australia with my Palestinian friend, and I liked Arabic calligraphy a lot. |
| Teacher: Great. Well then, sit over there next to Eleanor, she is Australian too. |
| Tim: Oh, Hi Eleanor! |
| Eleanor: (aggressively) Don't talk to me in English!!! |
| Tim: (in a scared tone) Yes Ma'am! |
| POST CONVERSATION BANTER |
| Becky: It must be difficult for two people who can both speak English, to use Arabic! |
| Hany: It may be easier and more tempting to speak English with other English-speaking people in the Middle East, but it's better to use Arabic even if it's not perfect. |
| Becky: After all, learning from mistakes is the best way to learn a language! |
| Hany: Your Arabic will get better faster than you'll ever imagine. Arab people also know how difficult their language and dialects are, so they will be very supportive if you just try to speak in Arabic. |
| Becky: Can you give us a useful expression that we can use when you don’t understand what someone has said? |
| Hany: If you don’t understand, you can say تَحَدَّث بِبُطء, لَو سَمَحت. |
| Becky: Which means "Talk slowly, please." Okay, now onto the vocab. |
| VOCAB LIST |
| Becky: Let’s take a look at the vocabulary from this lesson. The first word is.. |
| Hany: حالكم [natural native speed] |
| Becky: your state |
| Hany: حالكم [slowly - broken down by syllable] |
| Hany: حالكم [natural native speed] |
| Becky: Next we have.. |
| Hany: سر [natural native speed] |
| Becky: to be pleased |
| Hany: سر[slowly - broken down by syllable] |
| Hany: سر [natural native speed] |
| Becky: Next we have.. |
| Hany: قرر [natural native speed] |
| Becky: to decide |
| Hany: قرر[slowly - broken down by syllable] |
| Hany: قرر [natural native speed] |
| Becky: Next we have.. |
| Hany: الفلسطيني [natural native speed] |
| Becky: Palestinian |
| Hany: الفلسطيني[slowly - broken down by syllable] |
| Hany: الفلسطيني [natural native speed] |
| Becky: Next we have.. |
| Hany: معرض [natural native speed] |
| Becky: exhibition |
| Hany: معرض[slowly - broken down by syllable] |
| Hany: معرض [natural native speed] |
| Becky: Next we have.. |
| Hany: لوحة [natural native speed] |
| Becky: painting |
| Hany: لوحة[slowly - broken down by syllable] |
| Hany: لوحة [natural native speed] |
| Becky: Next we have.. |
| Hany: أعجب [natural native speed] |
| Becky: to like |
| Hany: أعجب[slowly - broken down by syllable] |
| Hany: أعجب [natural native speed] |
| Becky: And last... |
| Hany: الخط [natural native speed] |
| Becky: Calligraphy |
| Hany: الخط[slowly - broken down by syllable] |
| Hany: الخط [natural native speed] |
| KEY VOCAB AND PHRASES |
| Becky: Let's have a closer look at the usage of some of the words and phrases from this lesson. The first phrase is.. |
| Hany: أعجبني |
| Becky: meaning "I liked (it)" |
| Hany: This expression is made up of two parts – the verb a'jaba meaning "it impressed" and ni meaning "me". |
| Becky: so it’s similar to saying that you like something, by saying that it "appealed" to you. |
| Hany: That’s right. This is also the expression used in the Arabic version of Facebook for the "Like" button. |
| Becky: Can you give us an example using this phrase? |
| Hany: Sure. For example, you can say.. أعجبني الفيلم كثيراً. |
| Becky: ..which means "I liked the game a lot." Okay, what's the next phrase? |
| Hany: حسناً إذا |
| Becky: meaning "Alright then" |
| Hany: This expression consists of 2 words - hasanan meaning "alright" and idan meaning "then". It is used to agree to the former statement, and also to move to the next topic. |
| Becky: Can you give us an example? |
| Hany: Sure. For example, you can say.. حسناً إذاً. فلنذهب. |
| Becky: .. which means "Alright then, let's go!" Okay, what's the next word? |
| Hany: حاضر |
| Becky: meaning "Yes sir” or “Yes ma'am." |
| Hany: It literally means "I'm present" or "I'm here", but it is actually used to mean "Roger that" or "Yes Sir!" You would use it with older people or bosses especially. |
| Becky: Can you give us an example using this word? |
| Hany: Sure. For example, you can say.. حاضر. سآتي حالاً. |
| Becky: .. which means "Yes, Sir. I will come immediately." |
| Becky: Okay, now onto the lesson focus. |
Lesson focus |
|---|
| Becky: In this lesson, you'll learn how to use verbal sentences which can be useful when you explain why you started learning Arabic.. |
| Hany: In this lesson, we will see how verb sentences are formed and finally vowelled. |
| Becky: Which are the components of a verb sentence? |
| Hany: There are 3 of them - the verb or فِعل (fi’l), the subject or فاعِل (faa’il) and possibly the object or مَفعول بِه (maf’uul bihi) |
| Becky: if you have the first two, you can make a full, comprehensible INTRANSITIVE verb sentence. But you need all three to make a full, comprehensible TRANSITIVE verb sentence. Hany, can you give us an example from the dialogue? |
| Hany: ذهبت مع صديقي الفلسطيني لمعرض. |
| Becky: meaning “I went to an exhibition with my Palestinian friend.” |
| Hany: Here, the verb zahabtu, meaning “went,” is an intransitive verb |
| Becky: that means that it does not need an object to form a comprehensible sentence |
| Hany: The pronoun tu is added as a suffix to the verb zahab, together forming the phrase “I went...” |
| Becky: This verb requires a destination. |
| Hany: yes, and it is indicated here by the combined word le followed by ma’rad meaning “to an exhibition” |
| Becky: Can you also give us some example of transitive verb tense? |
| Hany: For example يَقرَأُ الطالبُ الكِتابَ. |
| Becky: meaning “The student reads the book.” Here, we have all three elements of a verb sentence |
| Hany: Right - a verb, a subject, and an object. |
| Becky: Let’s talk about the final vowelling. |
| Hany: Let’s focus on the subject and the object. The subject at-taalibu, meaning “the student”, has a damma on its final letter, and the object al kitaab, meaning “the book”, has a fat-ha on its final letter. |
| Becky: So the subject in the verb sentence has the vowelling state just like the two elements of the noun sentence. |
| Hany: That’s right, it’s an added dammah vowelling sign on the last letter of the noun or adjective. |
| Becky: As we mentioned in a previous lesson, this vowelling state is called... |
| Hany: raf’/رفع . On the other hand, the object of the verb sentence has another vowelling state called nasb/ نَصب. |
| Becky: What does this vowelling state determine? |
| Hany: The vowelling state nasb/ causes the nouns to have a fat-ha vowelling sign on their final letter. |
| Becky: Like in the case of the noun sentence, these rules stand for the subject and the object...1. if they are singular nouns or adjectives, with NO suffixes, 2. if they end in a consonant and 3. if they are NOT proper nouns |
| Hany: The three conditions apply on the sentence يَقرَأُ الطالبُ الكِتابَ., |
| Becky: meaning “The student reads the book.” |
| Hany: that’s why the subject has a damma on its final vowelling and the object has a fat-ha for its final vowelling. |
| Becky: Can we see another example? |
| Hany: يَحضَرُ تيم المُحاضَرَةُ. |
| Becky: This means “Tim is attending the lecture.” I’ll try this time. In this sentence, the subject “Tim” violates the 3rd rule, because “Tim” is a proper noun. |
| Hany: That’s right! In that case, it’s best to put a sukuun or “no vowelling sign” on the final letter. |
| Becky: the object, “the lecture” on the other hand, doesn’t violate any of the rules so... |
| Hany: it will get a fat-ha for its final vowelling, because it satisfies all the conditions we mentioned. |
| Becky: But what if the object, in this case, “the lecture” or in Arabic... |
| Hany: ...al-muhadarata |
| Becky: ...is the last word of the sentence? |
| Hany: In that case, the final vowelling is dropped, which is why it’s written in brackets in the lesson notes. |
| Becky: So there are many elements to be considered at a time. |
| Hany: Yes, and one more confusing thing, for example, is that in many cases, the subject is included in the verb. Like in the dialogue, سررت بلقائكم. |
| Becky: meaning “Pleased to meet you all.” |
| Hany: Here, the subject is the suffix tu at the end of the past tense verb surir. After that is the prepositional phrase biliqaa’ikum |
| Becky: which means “to meet you all.” |
| Hany: Many intransitive verbs need to be followed by a preposition. |
| Becky: Ok, let’s conclude this lesson with a couple of sample sentences. |
| Hany: اِستَخدَمَ تيم هاتِفي. |
| Becky: "Tim used my phone." |
| Hany: أَتَعَلَّم العَرَبِيَّة مِن أَجلِ عَمَلي. |
| Becky: "I learn Arabic for work." |
Outro |
| Becky: Okay, that’s all for this lesson. Thank you for listening, everyone, and we’ll see you next time! Bye! |
| Hany: شكرا |
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