اِلْوِحدَة الثالِثة- اِلدّرس الأَوَّل

لمّة العيلة Family Gathering

المفردات والعبارات

اِسمَعوا هاي اِلمُفردات واِلعِبارات واِدرُسوها:

Listen to and study the following vocabulary and expressions.

التعبيرات

*لِسّا / بَعد can be used with possessive pronouns to indicate the current condition of a person or a thing. To do so, you must append the تـ letter followed by a pronoun as shown below:

We are still hungry.	لِسّاتنا / بعدنا جوعانين.	I’m still hungry.	لِسّاتْني / بعدني جوعان.
You (pl.) are still hungry.	لِسّاتكُن / بعدكُن جوعانين.	You (m.) are still hungry.	لِسّاتَك / بعدَك جوعان.
		You (f.) are still hungry.	لِسّاتِك / بعدِك جوعان.
They are still hungry.	لِسّاتُن / بعدُن جوعانين.	He is still hungry.	لِسّاتُه / بعدُه جوعان.

أ- الجوّ لِسّاتُه/بَعْدُه بارِد.    The weather is still cold. 

– الجّامْعَة لِسّاتْها/بَعْدْها مْسَكْرَة. The university is still closed.     ب

تعلّموا تصريف هَدول الأفعال (استماع)

	يزور  to visit		يعطي to give		ييجي  to come
	بَـ زور		بـَ عطي		بـَ اجي	أَنا
	بـِ تْزور		بـْ تَعْطي		بـْ تيجي	اِنْتَ
	بـِ تْزوري		بـْ تَعْطي		بـْ تيجي	اِنْتِ
	بـِ زور		بـْ يَعْطي		بـْ ييجي	هُوَّ
	بـِ تْزور		بـْ تَعْطي		بْـ تيجي	هِيَّ
	بـِ نْزور		بـْ نَعْطي		بْـ نيجي	نِحْنا/إِحْنا
	بِـ تْزوروا		بـْ تَعْطوا		بـْ تيجوا	إِنْتو
	بـِ يْزوروا		بـْ يَعْطوا		بـْ ييجوا	هُمَّ/هِنَّ

.تمرين ١: ترجموا للانجليزيّ جمل المفردات يلي بقائمة المُفردات والعِبارات

Translate into English the sentences included in the vocabulary table “اِلمُفرَدات واِلعِبارات”.

تمرين ٢: عبّوا الفراغات بالكلمات والعبارات المناسبة من قائمة المفردات.

Fill in the blanks with the correct words from the vocabulary list.

(relatives – mother-in-law – party – to visit – to introduce – paternal uncle – maternal uncle – gift – Happy Birthday – response to Happy Birthday – still/yet – grandson – single)

تمرين ٣: أسئلة الدردشة

تمرين ٤: اسمعوا لَنادين واكتبوا تحت كلّ قريب من قرايبْها الاسم والمدينة.

Listen to Nadine, then write the name and the city where each of her relatives’ lives, under each of their corresponding photos.

اِلقواعِد 1: الإِضافة: اِلاِسْم + اِلضَّمِير  Expressing relationships

Family members with possessive Pronouns

حَما	أَخ	أَب
حَماي	أَخي/أَخوي	أَبي/أَبوي	أنا
حَماك	أَخوك	أَبوك	َاِنْت
حَماكِ	ِأَخوك	أَبوكِ	ِاِنْت
حَماه	أَخوه	أَبوه	هُوَّ
حَماها	أَخوها	أَبوها	هِيَّ
حَمانا	أَخونا	أَبونا	نِحْنا/إِحْنا
حَماهُم/حَماهُن	أَخوكُم/أَخوكُن	أَبوكُم/أَبوكُن	إنتو
حَماهُم/حَماهُن	أَخوهُم/أخوهُن	أبَوهُم/أَبوهُن	هُمَّ/هُنَّ

تمرين ٥: شو العلاقة بين رزان وهدول القرايب في الصُّوَر؟

What is the relationship between Razan and the following relatives in the pictures?

تمرين ٦: ارسموا شجرة عيلتكم الكبيرة واستعدوا لتقديم شفوي في الصفّ بتحكوا فيه عن أسماء قرايبكم ووين بيسكنوا؟

Draw a tree of your extended family including your grandparents, aunts, uncles, and cousins. Prepare yourself to talk about your family in class with your classmates.

القواعد 2: استخدام ضمائر المنصوب مع (يا) Using object pronouns with

لوظيفة والتصريف Function and Conjugationا -أ

It is used as an object pronoun referring to something or someone. First let’s learn the conjugation:

me	ياني
You (m.)	ْياك
You (f.)	ياكِ
Him	ياه
Her	ياها
Us	يانا
You (pl.)	ياكُم/كُن
Them	ياهُم/هُن

Note: In Jordan and Palestine, you will hear people use (إيّاني، إيّاك، إيّاه، إيّاها…) but the use of (يا) is more common.

Usage الاستخدام

بعد (بدّي، بدّك، بدّه، بدها…) و (عنْدي، عنْدك، عنْدُه، عنْدْها…) *

The equivalent verbs “I want”(بدي)  and “I have”(عندي)  end with a possessive suffix. It’s linguistically impossible to have an object pronoun directly following them. That’s why the يا is inserted to separate the pronouns.

 بعد فعل مع ضمير نصب After a verb ending with an object pronoun–

In Levantine Arabic, sentences can be constructed differently than English, for example:

المعنى	المعنى الحرفي Literal meaning	الجملة
I have the car; my brother gave it to me yesterday	I have the car; my brother gave me it yesterday	أَعْطى – يَعْطي to give اِلسَّيّارة مَعي، أَخي أَعطاني ياها مْبارِح.
Here are the books; I brought them to you from home.	Here are the books; I brought you them from home.	to bring (for) (لـ) جاب – يْجيب هاي اِلكُتُب، جِبـْتِـلِّك ياهُم مِن اِلبيت.
We know what happened; our father told it to us.	We know what happened; our father told us it.	to tell حكى – يحكي (لـ) بْنِعْرَف شو صار، بابا حَكالنا ياه.

Notice in these kinds of sentences, we first add the object pronoun referring to the person to whom the action is done, then we add يا for the other object involved in the sentence.

تمرين 8: ترجموا هاي الجمل للشامي باستخدام (يا).

Translate these sentences to Shaami using (يا).

1. The teacher wants me to take the exam on Monday.
2. She has your laptop; do you want it?
3. We have lots of gifts; our grandpa gave them to us on Christmas.
4. These are the best students in the class. We want them to help us study for the test.
5. Rama, did you see the photos, I brought them for you to see.

تمرين 9: اسمعوا حوار (عيد ميلاد ستي) وبعدين جاوبوا عَالأسئلة.

Listen to the dialogue then answer the following questions. 

القواعِد 3: العَدَد والمَعْدود   Number phrase

(اِلأَعداد من 1 إلى 10)

اسمعوا

Number 1:    

In Levantine Arabic, speakers commonly use a singular noun alone to express the quantity of a single item. To say “one book” for example, the noun is used alone: كتاب.  The words واحد or واحدة can be used after the noun to add emphasis. The word بس can also be used to add further emphasis.

My friend has only one brother.	رْفْيقي عنْدُه أُخْت وَحْدة بَس.	أُخْت One sister
The area has only one school.	اِلمَنْطِقة فيها مَدْرَسة وَحْدَة بَس.	مَدْرَسة One school

Number 2: the dual form المُثَنّى  

 “Two sisters” in Arabic is expressed in the dual form of a noun. To form the dual form in Shaami, the suffix  ـين ‘-ain’ is added to a singular noun such as كْتابِين  and مَدْرَسْتين.

Dual masculine المُثنّى المذكر	Singular masculine المُفرد المذكَّر
خالين عَمّين	خال عَمّ

Dual feminine  المُثنّى المُؤَنّث	Singular feminine المُفرد المُؤنّث
سَنْتين جامِعتين	سَنَة جامْعة

Numbers from 3 to 10:  

Numbers from 3-10 are used to modify plural indefinite nouns such as “three boys” ثلاث أولاد.    Note that the taa’ marbuuta ـة  at the end of numbers is dropped and thepronunciation of the numbers is slightly different than that of cardinal numbers. 

المعنى بالإنجليزيّ English equivalent	العدد + المعْدود Number phrase
three cars	ثلَث سَيّارات
four brothers	أَرْبَع إِخْوان
five books	خمْس كُتُب
ten houses	عَشَر بْيوت

Numbers from 11 to 19:  

When expressing quantities from 11-19 in Levantine Arabic, we use the singular form of the counted noun. Additionally, the letter ر is added to the end of the number.

المعنى بالإنجليزيّ English equivalent	العدد + المعْدود Number phrase
Eleven books	اِحدَعْشَر كْتاب / ايدَعْشَر كْتاب
Thirteen students	ثَلَثطَعْشَر طالِب
Sixteen girls	سِتّطَعْــشَر بِنْت
Nineteen days	تِسِعْطَعْـشَـر يوم

تمرين ١٠: اكتبوا العدد والمعدود بالشكل الصحيح بعد ما تقرأوا المثال الأوّل.

Write the correct number and noun form in each blank.

مثال: عُمْر بِنْتي اِلصْغيرة أَرْبَع سْنين (٤+ سنة)

أَنا وزوجي عنْدَنا ___________ (٣ + ولد). -١

عنْدي _____________(٥ + عمّ) و_______________ (٤ + خال).       -٢

رْفيقي بْيِعْرَف _____________ (٤ + لغة).    -٣

هَالبِناية بْيِسْكُن فيها _____________ (١٨ + عيلة).     -٤

بابا مَبْسوط مِنْشان عنْدُه __________(٨ + حفيد).    -٥

   هاي______________ (٤ + مَرّة) بَسافِر فيها عَكَنَدا؟ –٦

رِفْقاتُه أَعْطوه ____________(١٢ + هَدِيّة) بِـعيد ميلادُه. -٧

  1- Addressing grandparents: In Levantine Arabic societies, people use different titles to refer to their grandparents depending on which dialect they speak. In some areas of the Levant, you may hear people refer to and address their grandparents as “ستي” (sitti, my grandmother) and “سيدي” (sidi, my grandfather). In Jordan and Palestine, “جدّي” and “جدّتي” are also commonly used for grandmother and grandfather, while “تيتة” (my grandmother) is also used in Lebanon, Syria, and many urban areas across the Levant. Additionally, you may also hear speakers append the sound “و” to the end of the word used when addressing their grandfather (جدو،  سيدو).

2- Addressing children: It is very common for family members to call their children by their own family title role. For Example, a mother may call her child “ماما”, a grandfather may call his grandchild “جِدّو”, or an aunt may call her nephew “خالْتو” or “عَمِّتو”. 

Listen to the dialogue and answer the following questions.

son-in-law/brother-in-law	صِهْــر ج. أَصِهْــرة
fiancé	خَطيب (ـة)

تمرين١٢: اِعمَلوا حِوار مَع بَعْض واِستَخدِموا فيه أَكثَر عَدد مِن اِلمُفردات واِلعِبارات اِلجْديدة مِن اِلدَّرس.

Create a dialogue with your classmate using the new expressions and vocabulary learned in this lesson.

لَعِـب الأَدوار

You are in a language exchange program in a Levantine Arabic-speaking country, and you are living with a host family. When you get to their house, your host sister/brother is the one who welcomes you. You brought a gift for the family. You start a conversation with her/him to learn who is in their family and share information about yours. You also found out that it is your host mother’s birthday today. Remember to use the appropriate vocabulary and cultural expressions we learned in this lesson.

رُحْت/ي عَلى بَرْنامَج تَبادُل بـِبِلاد اِلشّام واِستَقْــبَلك أَخوك/أُخْتك اِلمُسْتَضيف/ة. جِبْت هَدِيّة لَلعيلة. بِتْبَلِّش اِلمُحادَثة بِإِنَّك تِـتْعَرَّف عَلى مين بِـعيلته/ها وتِحْكيله/ها مين بِـعيلْتك. رَح تِعْرَف/ي كَمان إِنّه اِليوم عيد ميلاد اِلأُمّ اِلمُسْتَضيفة. تْأَكَّدوا تِستَخْدِموا اِلمُفْرَدات واِلتَّعْبيرات يَلّي تْعَلَّمْتوها بِالدَّرْس.

تمرين ١٣: شوفوا فيديو “قصّة أنا وتيتة” وجاوبوا عالأسئلة.

Watch the video and answer the following questions.

smell	ريحَة	teddy bear	دَبدوب
nightgown	قَميص نوم	cookies	بَسْكوت
kiss	بوسة	rose	وَرْدَة ج. وُرود