1. ‫ﺪ س اﻟﻌﺎ ِﺮ‬
‫اﻟ ﱠر ُ اﻟ َﺎﺷﺮ‬
‫اﻟﺪرس ﻌ ﺷ‬
(lesson tenth)
‫اﻟﻌﻤﻞ‬
‫اﻟ َ َﻞ‬
‫ﻌﻤ‬
(work)
Arabic on Air (AoA)
http://radiopengajian.com
Friday, 28 May 2010
y, y
Hanifah & Dewi

2. ‫)‪(Revision‬‬ ‫ﻣ َا َ َﺔ‬
‫ُﺮ ﺟﻌ‬
‫‪Prohibitive laa‬‬ ‫ﻻاﻟ ﱠﺎه َﺔ‬
‫ﻨ ِﻴ‬
‫!‪e.g Don’t drink the milk‬‬ ‫أﻧْﺖ : ﻻ ﺗﺸْﺮبْ اﻟﺤﻠﻴْﺐ‬
‫َِ‬ ‫َ َ ََ َ‬
‫أﻧْﺖ : ﻻ ﺗﺸْﺮ ِﻲ اﻟﺤﻠﻴْﺐ‬
‫َ ِ َ َ َﺑﻲ َِ‬
‫!‪Don’t forget‬‬ ‫ﻻ ﺗﻨْﺲ‬
‫ََ َ‬
‫ﻻ ﺗﻨْ ِﻲ‬
‫ََﺴ‬
‫‪Command verb‬‬ ‫ِﻌﻞ ا َﻣﺮ‬
‫ﻓ ُ ﻷ ِ‬
‫‪◦ Ch‬‬
‫‪Changed from a present tense verb using the ‘2+1’ step‬‬
‫‪df‬‬ ‫‪b‬‬ ‫’1 2‘ ‪h‬‬
‫.‪◦ e.g‬‬ ‫ﻳﺠْﻠﺲ ------ ﺟْﻠﺲ ------ ﺟْﻠﺲْ ----- اﺟْﻠﺲْ‬
‫ِ ِ‬ ‫ِ‬ ‫ِ ُ‬ ‫َ ِ ُ‬
‫َﺪْﻋﻮ ------- دْﻋﻮ ---------- دْ ُ ---------ُدْ ُ‬
‫ادع‬
‫اع‬ ‫دع‬
‫ع‬ ‫دﻋﻮ‬ ‫ﻳﺪﻋﻮ‬‫ﻳ‬
‫ٌﺸﺎهﺪ --------- ﺷﺎهﺪ ---------- ﺷﺎهﺪْ‬
‫ِ‬ ‫ُِ‬ ‫ﻳ ُِ‬

3. (Revision) ‫ﻣ َا َ َﺔ‬
‫ُﺮ ﺟﻌ‬
Number rule (3-10 only)
◦ Need to be followed by plural word
◦ Two words should be opposite in gender (in the singular form)
◦ eg
e.g ‫و ﺒﺔ ﺛﻠ ث وﺟﺒﺎت‬
‫َﺟْ َ ٌ : ََﺎ ُ َ َﺒﺎت‬
‫وﺟﺒﺔ ﺛﻠﺎث وﺟ‬
‫ﻗﻠ ٌ : ﺗﺴْﻌﺔ أﻗْﻼم‬
َ ُ َ ِ ‫َ َﻢ‬
Cardinal and ordinal numbers
1. Cardinal numbers : 1,2,3……..100…1000
2. Ordinal numbers : 1st, 2nd, 3rd…….10th, 11th …
* Feminine ordinal numbers are also used to tell time.

4. (Revision) ‫ﻣ َا َ َﺔ‬
‫ُﺮ ﺟﻌ‬
Near to – ‫ & ﻗ ِﻳ ٌ ِﻦ‬Far from – ‫َ ِﻴ ٌ َﻦ‬
‫َﺮ ﺐ ﻣ‬ ‫ﺑﻌ ﺪ ﻋ‬
Time:
◦ Days (‫)اﻷ ﱠﺎم‬
(‫) َﻳ م‬
◦ Months ( ‫) َﺷ ُﺮ/ﺷ ُﻮر‬
‫ا ﻬ ُﻬ‬
Prepositions (‫ﺣﺮ ف اﻟﺠﺮ‬
(‫) ُ ُو ُ اﻟ َﺮ‬
‫)ﺣﺮوف ﺠ‬
◦ ‫ : ب‬with/by
◦ ‫ : ل‬to/for
◦ ‫ : ك‬similar/like/as
◦ ‫ :ﻣﻊ‬with
◦ ‫ :ل‬human relationships
◦ ‫ﻋﻨﺪ‬and ‫ :ﻟﺪى‬straightforward possession

5. (Revision) ‫ﻣ َا َ َﺔ‬
‫ُﺮ ﺟﻌ‬
In formal Arabic, ‫ اﻟ ِﻌﻞ اﻟﻤ َﺎ ِع‬is negated
‫ُﻀ رع‬ ‫ﻔ‬ g
with ‫ﻻ‬
◦ I don’t know ‫َ َ ِ ُ ِ ُﻪ‬
ُ ‫ﻻ أﻋْﺮف اﺳْﻤ‬
Interrogative particle ‫ )هﻞ =( أ‬used in
negative question
Don’t you know…?!
‫َﻻ َ ﺮ ﻦ ا ﻄ ﺐ ﻟﺠ ِﻳ ؟‬
‫أ َ ﺗﻌْﺮﻓﻴْ َ اﻟ َﺎﻟ ُ اَﺠﺪﻳﺪ؟‬
‫ِِﻴﻦ ِﺐ‬

6. (Revision) ‫ﻣ َا َ َﺔ‬
‫ُﺮ ﺟﻌ‬

7. ‫‪Time‬‬ ‫اﻟ َﻗﺖ‬
‫ﻮ ُ‬
‫?‪What time is it now‬‬ ‫آﻢ اﻟ ﺎ ﺔ اﻵن ؟‬
‫آ اﻟﺴﺎﻋﺔ اﻵ‬
‫‪◦ One o’clock‬‬ ‫َﻟ ﱠﺎ َﺔ َﻟ َاﺣ َة‬
‫ا ﺴ ﻋ ا ﻮ ِﺪ‬
‫‪◦ Two o’clock‬‬
‫‪o clock‬‬ ‫َﻟ ﱠﺎ َﺔ َﻟ ﱠﺎﻧ َﺔ‬
‫ِﻴ‬
‫اﺴﻋ اﺜ ﻴ‬
‫‪◦ Three o’clock‬‬ ‫َﻟ ﱠﺎ َﺔ اﻟ ﱠﺎﻟ َﺔ‬
‫ا ﺴ ﻋ ﺜ ِﺜ‬
‫‪◦ Four o’clock‬‬ ‫َﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ‬
‫ا ﺴ ﻋ ﺮ ِﻌ‬
‫‪◦ Five o’clock‬‬ ‫َﻟ ﱠﺎ َﺔ اﻟ َﺎﻣ َﺔ‬
‫ا ﺴ ﻋ ﺨ ِﺴ‬
‫‪◦ Six o’clock‬‬ ‫اﻟ ﱠﺎد َﺔ َﻟ ﱠﺎ َﺔ‬
‫ﺴ ِﺳ ا ﺴ ﻋ‬
‫‪◦ Seven o clock‬‬
‫‪o’clock‬‬ ‫اﻟﺴﺎﻋﺔ اﻟﺴ ِﻌﺔ‬
‫َﻟ ﱠﺎ َﺔ اﻟﺴﺎﺑ َﺔ‬
‫ا ﺴ ﻋ ﱠﺎﺑﻌ‬
‫‪◦ Eight o’clock‬‬ ‫َﻟ ﱠﺎ َﺔ اﻟ ﱠﺎﻣ َﺔ‬
‫ا ﺴ ﻋ ﺜ ِﻨ‬
‫‪◦ Nine o’clock‬‬ ‫َﻟ ﱠﺎ َﺔ اﻟ ﱠﺎﺳ َﺔ‬
‫ا ﺴ ﻋ ﺘ ِﻌ‬
‫‪◦ Ten o’clock‬‬ ‫َﻟ ﱠﺎ َﺔ ﻟ َﺎﺷ َة‬
‫ا ﺴ ﻋ ﻌ ِﺮ‬
‫‪◦ Eleven o’clock‬‬ ‫َﻟ ﱠﺎ َﺔ اﻟ َﺎد َﺔ ﻋﺸْ َة‬
‫ا ﺴ ﻋ ﺤ ِﻳ َ ﺮ‬
‫‪◦ Twelve o’clock‬‬ ‫اﻟ ﱠﺎﻋﺔ َﻟ ﱠﺎ ِﻴﺔ ﻋ ْﺮة‬
‫َﻟ ﱠﺎ َﺔ اﻟ ﱠﺎﻧَﺔ َﺸْ َة‬
‫اﺴ اﺜﻧ‬

8. ‫‪Time‬‬ ‫اﻟ َﻗﺖ‬
‫ﻮ ُ‬
‫اﻟ ﱠﺎ َﺔ .... إ َ ﺧﻤْﺲ د َﺎﺋﻖ = ‪5 mins to‬‬
‫ّ َ ُ َﻗ ِﻖ‬ ‫ِﻻ‬
‫ﻻ‬ ‫ﺴﻋ‬ ‫ﺧﻤْﺲ د َﺎﺋﻖ = ‪5 mins‬‬
‫َ ُ َﻗ ِﻖ‬
‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ إﻻ َﺧﻤْﺲ د َﺎ ِﻖ‬
‫ﺴ ﻋ ﺮ ِﻌ ِ َ َ ُ َﻗ ﺋ‬
‫ّ‬ ‫55:3‬ ‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ وﺧﻤْﺲ د َﺎ ِﻖ‬
‫ﺴ ﻋ ﺮ ِﻌ َ َ ُ َﻗ ﺋ‬ ‫50:4‬
‫اﻟ ﱠﺎ َﺔ .... إﻻ ﻋﺸْﺮ د َﺎ ِﻖ = ‪10 mins to‬‬
‫ِ َ َ َ َﻗ ﺋ‬ ‫ّ‬ ‫ﺴﻋ‬ ‫ﻋﺸْﺮ د َﺎ ِﻖ = ‪10 mins‬‬
‫َ َ َﻗ ﺋ‬
‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ إﻻ ﻋﺸْﺮ د َﺎ ِﻖ‬
‫ﺴ ﻋ ﺮ ِﻌ ِ َ َ َ َﻗ ﺋ‬
‫ّ‬ ‫04:3‬ ‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ وﻋﺸْﺮ د َﺎ ِﻖ‬
‫ﺴ ﻋ ﺮ ِﻌ َ َ َ َﻗ ﺋ‬ ‫01:4‬
‫اﻟ ﱠﺎ َﺔ .... ِﻻ اﻟﺮﺑْ ُ = ‪a quarter to‬‬
‫‪q‬‬ ‫إ َ ُﻊ‬
‫ّ ّ‬ ‫ﺴﻋ‬ ‫رﺑْﻊ اﻟ ﱠﺎ َﺔ = ‪15 mins‬‬
‫ُ ُ ﺴﻋ‬
‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ إﻻ اﻟ ّﺑْﻊ‬
‫ﺴ ﻋ ﺮ ِﻌ ِ َ ﺮ ُ‬
‫ّ ُ‬ ‫54:3‬ ‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ َاﻟﺮﺑْﻊ‬
‫ﺴ ﻋ ﺮ ِﻌ و ُ ُ‬
‫ّ‬ ‫51:4‬
‫اﻟ ﱠﺎ َﺔ.... إ ّاﻟ ّﻠﺚ = ‪20 mins to‬‬
‫ِﻻ ﺜُ ُ‬
‫َ ُ‬ ‫ﺴﻋ‬ ‫ُﻠﺚ اﻟ ﱠﺎ َﺔ = ‪20 mins‬‬
‫ﺛُ ُ ﺴ ﻋ‬
‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ إ ّاﻟ ّﻠﺚ‬
‫ﺴ ﻋ ﺮ ِﻌ ِﻻ ﺜُ ُ‬
‫َ ُ‬ ‫04:3‬ ‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ َاﻟﺜﻠﺚ‬
‫ﺴ ﻋ ﺮ ِﻌ و ُُ ُ‬
‫ّ‬ ‫02:4‬
‫ﻧﺼْﻒ اﻟ ﱠﺎ َﺔ = ‪30 mins‬‬
‫ِ ُ ﺴﻋ‬
‫اﻟ ﱠﺎ َﺔ اﻟ ﱠاﺑ َﺔ َاﻟﻨﺼْﻒ‬
‫ﺴ ﻋ ﺮ ِﻌ و ِ ُ‬
‫ّ‬ ‫03:4‬

9. First Conversation ‫ﻮ ُ ﻷول‬
‫اﻟﺤ َار ا َ ّل‬
‫ِﻮ ﻷو‬

10. First Conversation ‫ﻮ ُ ﻷول‬
‫اﻟﺤ َار ا َ ّل‬
‫ِﻮ ﻷو‬

11. Vocabulary ‫اﻟﻤﻔْ َدات‬
‫ُﺮ‬
(pilot) (teach)

12. Vocabulary ‫اﻟﻤﻔْ َدات‬
‫ُﺮ‬
(pharmacist) (male nurse)

13. Root Letter ‫ﺠر‬
‫اﻟ َﺬر‬
Words related in meaning g related to
be related in form
co ta t e sa e co e g oup o
contain the same core group of
consonants, ususally 3 (in rare cases, 2/4)
Root letters may be ‫ ي‬or ‫ و‬alif never be
‫,و‬
part of root letter, but hamza can

14. Root Letter ‫ﺠر‬
‫اﻟ َﺬر‬
How to identify?y
1st eliminate any prefixes and suffixes and
‫ال‬
2nd look for long vowels (esp. alif) and
consonants ‫ ت،س،م،ن‬These letters often
‫.ت،س،م،ن‬
not part of ‫اﻟ َﺬر‬
‫ﺠ‬
Notes
Second consonant may have a ‫ﺷ ّة‬ ‫ﺪ‬
Sometimes root letter is missing in one
form

15. Root Letter ‫ﺠر‬
‫اﻟ َﺬر‬
‫آ َﺎ ٌ، ﻳﻜْﺘ ُ، ﻣﻜْﺘ َﺔ، ﻣﻜْﺘ ٌ -< ك ت ب‬
‫ِﺘ ب َ ُﺐ َ َﺒ َ َﺐ‬
(desk/office, library, to write, a book)
‫درس، َﺪْ ُ ُ، ﻳﺪرس، َﺪْ َ َﺔ -< د ر س‬
‫َرْ ٌ، ﻳﺪرس، ُ َ ﱢ ُ، ﻣﺪرﺳﺔ‬
‫د س ﻳ رس ﻳﺪرس ﻣ رﺳ‬
(school, to teach, to study, lesson)

16. .. ‫إَﻰ اﻟﱢﻘﺎء‬
‫ِﻟﻰ ﻠ ء‬
End of this session ☺