Egyptian Arabic Lesson 5I have a big red car!

Vocabulary

cand

candu

candaha

candak

candik

candi

macanduu

macandahaa

macandak

macandikii

macandii

kaan candu

kaan candi

makan candu

makan candi

at the place of, chez

he has

she has

you have

you (f ) have

I have

he doesnt have

she doesnt have

you dont have

you (f ) dont have

I dont have

he had

I had

he didnt have

I didnt have

to have Forms

thing

anyhing

car

bicycle

shirt

pants

blouse

work

meeting

party

appointment

library, bookstore

house

time

problem

question

aaga agaat

ayyi aaga

carabiyya carabiyyaat

cajala cajalaat

amii umaan

banaloon banalonaat

biluuza biluzaat

ul

igtimaac igtimacaat

afla afalaat

micaad mawaciid

maktaba maktabaat

beet buyuut

wat awaat

mukila maaakil

suaal asila

ings

sixteen

seventeen

eighteen

nineteen

twenty

twenty-one

twenty-two

sittaaar

sabactaaar

tamantaaar

tiscataaar

ciriin

waaid wiciriin

itneen wiciriin

Numbers

()

gidiid gudaad

adiim udaam

awiil uwaal

uayyar uayyariin

wii wiiin

muhimm muhimmiin

amar amra umr

azra zara zur

faransaawi faransawiyyiin

ciraai ciraiyyiin

mari mariyyiin

lubnaani lubnaniyyiin

amrikaani (amriiky) amrikaan

new

old

tall, long

short

bad

important

red (m/f/pl)

blue (m/f/pl)

French

Iraqi

Egyptian

Lebanese

American

Adjectives

Iraq

when?

you work

you (f ) work

I work

to be

to bring, get

with

ilciraa

imta

bititaal

bititaali

bataal

kaan yikuun

gaab yigiib

maca

Other Words

Dialogue AssignmentDo the following conversation with another student, practicing responding to each of the questions.

Drills1. Using + a suffix pronoun, tell who has a meeting. Do this out loud with another student. Example: Prompt: () (he) Answer: He has a meeting.Now do the same thing with the following prompts:

() () ()()

2. Using the same prompts as above, tell who doesnt have a meeting. Example: Prompt: () (he) Answer: He doesnt have a meeting.

3. Using the same prompts as above, tell who HAD work. Example: Prompt: () (he) Answer: . He had work.

4. Using the same prompts as above, tell who did not have work. Example: Prompt: () (he) Answer: . He didnt have work.

5. Write the following in Arabic, remembering to make a difference between the phrases and the sentences. Example: Prompt: the French blouse Answer: Use the following prompts:

e book is small. the small book a Lebanese professor

e doctor (f ) is Egyptian. the blue car e bike is red.

a very important colleague is Iraqi doctor is very good. e new French student is not very good.

Expressions and Proverbs

!

! !

!

Its all with God! (God knows all about it and will reward me-said in response to ingratitude).

My house is your house! (make yourself at home)

Enter houses from their doors! (do things in the proper way)

May your house be destroyed! (used both as a curse and to express surprise)

kullu cand allaah!

ilbeet beetak!

idxulu lbuyuut min abwabha!

yixrab beetak!

1. or

2. Do listening online.

mata

faransi

amriiki

jiddan

laysa cindi

sayyaara

camal

tacmal

imta

faransaawi

amrikaani

awi

macandii

carabiyya

ul

bititaal

6. Conjugate the verb according to the subject given to describe who was bad. Example: Prompt: Answer: Use the following prompts:

7. Using the same prompts as number 6, negate the sentences to describe who wasnt bad. Example: Prompt: Answer:

8. Answer the following questions in the negative, and add more information if you can. Example: Prompt: Answer: . . Use the following prompts:

9. Translate into Arabic.

My party is at nine oclock at (in) my house.

When was his appointment in the university? At three twenty-five.

His colleague is from Iraq.

Is there a meeting in the library at five twenty?

I have a question! Where is my new car?

She had Arabic class at eleven thirty.

Her old house was small, but her new house is big.

e tall Lebanese student didnt have big pants.

EA 5 Language Notes

1. Numberse numbers 21-29, 31-39 etc. are said with the unit number first: one and twenty instead of twenty-one, etc. For example:

2. Shortening of Long VowelsAlong with dropping short i, Egyptian Arabic long vowels are shortened when a pronoun ending creates a situation where they are followed by two consonants. In other words, long vowels can only be followed by one consonant; otherwise they are shortened. For example, although kitaab book has a long vowel, when the pronoun ending -ha her is added, that vowel must be shortened: kitabha her book. Sometimes this also happens when a short i is dropped, as in the forms sabburti and sactu from sabbuuriti and saacitu. Also note that long vowels can only appear in stressed syllables, so that if the stress moves off along vowel it must be shortened (see the forms lubnaniyya and suriyya below).

3. Nisba AdjectivesMany nouns can be turned into adjectives by the addition of the -i suffix. Such adjectives are called N A. Forexample, the country Lebanon lubnaan becomes lubnaani Lebanese. If the noun ends in a or iyya you must drop the ending before adding the i. For example, surya Syria (from the fua word suuriyaa) becomes suuri Syrian. Further, if you are making a definite noun into a nisba adjective, you must drop the article before creating the adjective: il-ciraa Iraq becomesciraai Iraqi. ese adjectives are made feminine by changing the i to iyya, as in lubnaniyya or suriyya.

4. Adjective Agreement and Noun Adjective PhrasesAdjectives always agree in gender with the nouns they refer to. Adjectives in / (like a big book or the big book) come after the noun they modify and agree with the noun in definiteness as well. For example:

A. Indefinite noun/adj. Phrases (no articles):

25

29

42

67

B. Definite noun/adj. Phrases (article on both noun and adjective):

a Lebanese book

a big briefcase

the Egyptian student

the new house

C. Predicates (article on noun, no article on adjective):

. .

e book is Lebanese.

e library is old.

Examples of the use of to put equational sentences in the past tense:

6. To havee Arabic equivalent of to have , etc. is not a verb, but rather a prepositional phrase. It is tempting to thinkof it as a verb because it takes verbal negation (ma instead of mi), but notice that when you put it in the past tense with the verb the verb is never conjugated. For example (and compare with the uses of above where it is conjugated):

Note that it is the part that is negated when a past tense to have is negated.

()

he was

she was

you were

you (f ) were

I was

5. VerbsArabic does have verbs. It even has the verb to be, although it is not usually used in the present tense. In the past and future tenses, however, the to be verb is used. ere is no real infinitive form of Arabic verbs. erefore, when the verbs appear on vocabulary lists they are normally given as past tense forms agreeing with he, followed by the present tense for the same person. us the form on the vocabulary list does not mean to be but rather he was, and means he is. Arabic verbsare conjugated to agree with the subject of the verb. If the subject is she, for example, -it is added to the form of the verb ( kaan becomes kaanit). is is a regular process that applies to all verbs.

e singular past tense forms of are:

. .

e student was at the university yesterday.

I was with the professor in his office.

kaan

kaanit

kunt

kunti

kunt

. .

e student (f ) had a blue shirt.

I had a red car.

. .

e student (f ) had a blue shirt.

e student (f ) didnt have a blue shirt.

7. Negating VerbsYou will recall that equational sentences are negated with . In contrast, verbs are negated by putting on the front and on the end. e negation of verbs is one of the most salient places where Egyptian Arabic phonological rules come into play. e basic ideas to keep in mind are that

1) Egyptian Arabic does not like more than two consonants in a row (only one at the first of a word) and will add a helpingvowel to break them up;

2) it does not like more than one long vowel in a word (it shortens all but the last one);

3) it does not like long vowels followed by two consonants (it shortens them);

4) it does not like unstressed long vowels (it shortens them)

5) it does not like short is that can be dropped without creating more than two consonants in a row (it drops them);

6) it lengthens any vowel on the end of a word when any suffix is added to it;

7) finally, when suffixes are added that create new long sequences (VVC or VCC) at the end of the word, the word stressmoves to the long sequence closest to the end of the word (often triggering the shortening of a now unstressed long vowel).

us he was not, although it is written as if it had a long vowel , is makan (from maa kaan with the shortening rulesapplied). She was not is makant with both the stress movement and shortening rules applied. I was not is makunti with a helping vowel to break up what would otherwise be three consonants. And you (f ) were not is makuntii with the final vowel of kunti lengthened because was added, thus attracting the stress to the end of the word.