الجليس al-Jaleys: A Proficiency Based Book For Teaching and Learning Arabic Language and Culture. Part 1

172 Pages·2016·3.88 MB·English

by  Jiyad Mohammed.

To Harry Barnes, Jr. who believes that

A different language

is a different

vision of life.

ٍﺢ ﺑﺎﺳ جﺮﺳ ﻰﻧﺪ ﱡﻟا ﻲﻓ ٍ نﺎﮑﻣ ﱡﺰﻋأ
ُ
بﺎﺘﮐ ِن ﺎﻣﺰﻟا ﻲﻓ ٍ ﺲﯿﻠﺟ ﺮﯿﺧو
ُ ُ
CONTENTS

Introduction I

Unit 1 Making Friends in Beirut 1
Unit 2 At Casablanca Airport 16
Unit 3 In a Hotel in Algers 33
Unit 4 Having Breakfast in Damascus 49
Unit 5 In a Bank in Baghdad 67
Unit 6 Renting a Car in Cairo 88
Unit 7 Shopping in Tunis 108
Unit 8 Staying with a Family in Amman 128
Unit 9 Being in a Car Accident in Oman 148
Unit 10 A Weekend with a Family in the Emirates 171
Introduction

For decades teachers have been combining language and content through techniques
such as storytelling, games, role plays, and, more recently, integration of subject area.
The introduction of teaching language in order to achieve proficiency based outcomes
has underscored the importance of meaning and context in comprehension and
production. The guidelines developed by ACTFL and the Educational Testing Service
(ETS) define what language users are able to do with the language at various stages. In
the last ten years, many professionals grasped the idea of using the proficiency
definition of what it means to know a language for purposes of organizing instruction.
The proficiency model defines language ability in terms of three criteria:

(1) functions: linguistic tasks performed such as asking for information, narrating
past activities, or expressing opinions.

(2) contexts/contents: the settings in which one uses language, e.g., informal
settings, transactional situations, formal settings, together with the topic or
themes of conversation, such as topics related to self and to immediate
environment (family, shopping, transportation, restaurant, etc., concrete topics of
personal and general interest, and abstract topics.

(3) accuracy: the precision of the message in terms of fluency, grammar,
vocabulary, pragmatic competence, pronunciation, sociolinguistic competence (Buck,
Byrnes, and Thompson 1989). Meaning and contextualized practice form the foundation
for an approach that seeks to develop proficiency.

The recent focus on more meaningful, contextualized teaching has prompted some
changes in the traditional bottom-up mechanical /communicative format of textbook
exercises. In his review of textbook exercise formats, Waltz (1989) found that current
textbooks are “contextualizing” mechanical or skill-getting exercises in a wide variety of
ways such as by:

(1) connecting exercise sentences with the same situation or theme;
(2) providing a context for the exercise in the form of information concerning people,
activities or description; and
(3) combining cultural aspects with language practice within the exercise.

Recent studies in foreign language teaching have pointed to the possible benefit of a
“top-down” or “whole language” approach to language instruction, through which
students manipulate language to communicate thoughts by using higher level skills
before attending to discrete language structures with the use of lower level skills. By
means of activities such as negotiation of meaning and joint problem solving with the
teacher and classmates, students participate in amore complex task than the students
are capable of producing by themselves (Adir-Hauck 1992). Therefore, meaning and
context take the front seat in this performance before competence approach, which
reflects how first-language learners acquire language. Anderson (1984) proposes four
criteria for judging a whole language approach to language teaching. Language learning
should:

(1) include meaningful, natural language
(2) include whole language, not language fragments
(3) be functional, and
(4) be learned in a meaningful context.

Basically, the above principles have been utilized in the development of "Al-Jaleys"
textbook. In addition, a culture-based textbook and its syllabus identify a possible
sequence of contexts of communication, grammatical structures, and cultural topics that
could be integrated. The culture topics in Al-Jaleys appear in three categories:

(1) those dealing with surface features of the Arabic culture with primary
emphasis on behavior;

(2) those pertaining to daily life in the target culture-habits, patterns of living, etc.;

(3) those dealing with a more conceptual level, with attention to political, social,
economical, culture institutions and pattern, and with the challenges currently facing
Arabs. The convergence of these factors serves as a process through which students
are able to acquire a set of behavior, body of knowledge, a set of skills, and a cultural
proficiency that facilitate learning about the Arabic culture and their own cultures as
well.

Finally, Al-Jaleys recommends an interactive teacher/student relationship that can be
categorized as "cognitive instruction." Through this approach, students process
information in meaningful ways, take responsibility for their own learning and become
independent learners. As students and teacher work together to understand and explore
new contexts through "scaffolding" process, the teacher shows learners how to use
various strategies to solve language and culture tasks. In exploring longer segments,
students are guided through by means of various steps, ranging from identifying main
ideas to express opinions and writing compositions.

Mohammed. M. Jiyad, PhD
Mount Holyoke College, USA
[email protected]
(1) ﻢﻗر ةﺪﺣﻮﻟا
Unit # 1
Three people meet for the first time in Beirut, Lebanon

؟(ﺮﺤِ ﺳَ ) ﺖِ ﻧأ ﻞْ َھ ،(ﯽﻠﯿﻟ) ﺎﻧأ :ﯽﻠﯿﻟ
.ﻻ :نازﻮﺳ
؟ﺖِ ﻧأ ﻦْ ﻣَ :ﯽﻠﯿﻟ
.(نازﻮﺳ) ﺎﻧأ :نازﻮﺳ
؟ٌ ﺔَﺒﻟﺎط ﺖِ ﻧأ ﻞْ َھ .ﺎﻨﻓﺮﱠ ﺸَ َـﺗ :ﯽﻠﯿﻟ
. ٌ ﺔَـﻔﱠـظ ﻮﱠ ﻣ ﺎﻧأ ،ﻻ :نازﻮﺳ
؟ﻦَ ﯾأ :ﯽﻠﯿﻟ
.ﺔِ ﱠﯿﮑﯾﺮﻣﻷا ﺔِ ﻌَ ﻣِ ﺎﺠﻟا ﻲﻓٌ ﺔَـﻔﱠـظﻮﱠ ﻣ ﺎﻧأ :نازﻮﺳ
؟ﻮَ ھ ﻦْ ﻣَ :ﯽﻠﯿﻟ
.(ﻞﺳِ ﺎﺑ) ﻮَ ھ :نازﻮﺳ
؟ًﺎﻀﯾأ ﺔِ ﱠﯿﮑﯾﺮﻣﻷا ﺔِ ﻌَ ﻣِ ﺎﺠﻟا ﻲﻓ ﻒٌ ﱠـظﻮﱠ ﻣ ﻮَ ھ ﻞْ َھ :ﯽﻠﯿﻟ
.ٍ ﻢﻌَ ﻄﻣَ ﻲﻓ ﻞٌ ﻣِ ﺎﻋ ﻮَ ھ ،ﻻ :نازﻮﺳ
ً
.ﯽﻠﯿﻟ ﺎﻧأ ،ﻞﺳِ ﺎﺑ ﺎﯾ ﺎﺒﺣﺮﻣَ :ﯽﻠﯿﻟ
.!ﺎﻨﻓ ﺮﱠ ﺸَ َـﺗ :ﻞﺳِ ﺎﺑ
!ﻚَ ِ ـﺑ ﺎﻨﻓﺮﱠ ﺸَ َـﺗ :ﯽﻠﯿﻟ
؟ٌ ﺔﱠﯿﻧﺎﻨﺒُـﻟ ﺖِ ﻧأ ﻞْ َھ :ﻞﺳِ ﺎﺑ
؟ﻲﱞ ﻧﺎﻨﺒُـﻟ ﺖَ ﻧأ ﻞْ َھ . ٌ ﺔﱠﯿﺘﯾﻮﮐ ﺎﻧأ ،ﻻ :ﯽﻠﯿﻟ
. ٌ ﺔﱠﯿﮑﯾﺮﻣأ ٌ ﺔﱠﯿﻧﺎﻨﺒُـﻟ نازﻮﺳ .يﱞ رﻮﺳ ﺎﻧأ ،ﻻ :ﻞﺳِ ﺎﺑ
؟ٍ ﻢﻌَ ﻄﻣَ ﻲﻓ ﻞٌ ﻣِ ﺎﻋ ﺖَ ﻧأ :ﯽﻠﯿﻟ
.ﻲﱢ ﺴﻧﺮَـﻔﻟا ﻢﻌَ ﻄﻤَ ﻟا ﻲﻓ رٌ ﻮﮭﺸﻣَ خٌ ﺎﱠﺒط ﻮَ ھ :نازﻮﺳ
!ﻲﱢ ﺴﻧﺮَـﻔﻟا ﻢﻌَ ﻄﻤَ ﻟا ﻲﻓ :ﯽﻠﯿﻟ
.ًاﺪﱠ ِـﺟ رٌ ﻮﮭﺸﻣَ خٌ ﺎﱠﺒَـط ﻮھ ،ﮫِ ﱠـﻠﻟاو :نازﻮﺳ
.ﻲﱠ ﺴﻧﺮَـﻔﻟا ﻞَ ﮐﻷا ﺐﱡ ﺣُ أ ﺎﻧأ :ﯽﻠﯿﻟ
؟ﻲﱡ ﺑﺮﻌﻟا ﻞُ ﮐﻷاو !ﺢﯿﺤﺻَ :ﻞﺳِ ﺎﺑ
.ًﺎﻀﯾأ ﻲﱠ ﺑﺮﻌَ ﻟا ﻞَ ﮐﻷا ﺐﱡ ﺣِ ُ أ:ﯽﻠﯿﻟ
. ٌ ﺬﯾﺬَـﻟ ﻮَ ھ .ًﺎﻌﺒَـط :ﻞﺳِ ﺎﺑ
.ﻒٌ ِﻠَـﺘﺨﻣُ و ٌ ﺬﯾﺬَـﻟ ﻢﻌَ َـﻧ :ﯽﻠﯿﻟ
!ًاﺪﱠ ِـﺟ ﻒٌ ِﻠَـﺘﺨﻣُ :ﻞﺳِ ﺎﺑ
! ءِ ﺎﻘﻠﻟا ﯽﻟإ :ﯽﻠﯿﻟ
!ﺔِ ﻣَ ﻼﺴﱠ ﻟا ﻊَ ﻣَ :ﻞﺳِ ﺎﺑو نازﻮﺳ

Cultural Expressions: : ﺔﻌَ ِﺋﺎﺸﻟا تارﺎﺒﻌﻟا
ً
Hello! ﺎﺒﺣَ ﺮﻣَ
Hello (response)
◌ً َﻼھأ
ً ﻼﮭﺳو ◌ً َﻼھأ
Hello (response), You are welcome
ﺎﻨﻓﺮﱠ ﺸَ ـﺗ
Pleased to meet you! َ
Pleased to meet you (response) ◌ ِ ﻚَ ِ ـﺑ ﺎﻨﻓﺮﱠ ﺸَ َـﺗ
By Allah ﮫِ ﱠـﻠﻟاو
ءِ ﺎﻘﻠﻟا ﯽﻟإ
Good bye
Good bye (response) ﺔِ ﻣَ ﻼﺴﱠ ﻟا ﻊَ ﻣَ
..... ﺐﱡ ﺣِ ُ أ
I like, I would like, I love

Vocabularies: تُ ادﺮﻔﻤﻟا
an Arab, Arabic ٌ ﺔـ / ﻲﱞ ﺑﺮَ ﻋَ
a Lebanese ﻲ ﱞ ﻧﺎﻨﺒُـ ﻟ
يﱞ رﻮﺳ
a Syrian
a Kuwaiti ﻲ ﱞ ﺘﯾﻮﮐ
an American ﻲﱞ ﮑﯾﺮﻣأ
a French ﻲ ﱞ ﺴﻧﺮَـ ﻓ
رٌ ﻮﮭﺸﻣ
famous َ
different, various ﻒٌ ِﻠَـﺘﺨﻣُ
ٌ ﺬﯾﺬـﻟ
delicious َ
true, correct ﺢٌ ﯿﺤﺻَ
worker ﻞٌ ﻣِ ﺎﻋ
خٌ ﺎﱠﺒـ ط
cook, chef َ
employee ﻒٌ ﱠـظﻮﱠ ﻣ
student ﺐٌ ِﻟﺎط
ﻞٌ ﮐأ
food
ﻦ ْ ﻣ
who (a question word) َ
where (a question word) ﻦَ ﯾأ
is, was, are, were (a question word) ﻞ ْ َھ
very ًا ﺪﱠ ِ ـﺟ
ً
, ﺎﻀﯾأ
also too
ًﺎﻌﺒـط
sure, of course َ
Grammar: ﺪُ ﻋِ اﻮﻘﻟا

1. The independent singular pronouns in Arabic are:
I ﺎﻧأ ، You (m) ﺖَ ﻧأ ،You (f) ﺖِ ﻧأ ، He/it ﻮَ ھ and She/it ﻲَ ھ .

2. The definite article in Arabic is prefixed to the noun or adjective. It is made of two
ـﻟأ
letters;
the student (f) ُ ﺔَﺒِﻟﺎﱠ ـﻄﻟا the famous (f) ُ ةرَ ﻮﮭﺸ ﻤَ ﻟا the worker (m) ﻞُ ﻣِ ﺎﻌﻟا

3. Definite nouns take short vowels at the end of the word as case markers. The same
is true with adjectives.
the cook (m) خُ ﺎﱠﺒﱠـﻄﻟا the famous (f) ُ ةرَ ﻮﮭﺸﻤَ ﻟا .
On the other hand, indefinite nouns and adjectives take “Nunation” for case ending as
in:
an American (f) ٌ ﺔﱠﯿﮑﯾﺮﻣأ food مٌ ﺎﻌَـط.
Please remember that “Nunation” is made of one of the short vowels, i.e., “Damma,”
“FatHa,” or “Kasra” plus /n/ sound.

4. Nouns and adjectives in Arabic are either masculine or feminine. The most common
way to figure out the gender of a singular feminine noun or adjective is through the use
of the consonant, “Taa’ MarbuuTa” suffixed to the word as in:
a worker (f) ٌ ﺔَـﻠﻣِ ﺎﻋ, famous (f) ٌ ةرَ ﻮﮭﺸﻣَ .

Verb Conjugation: :ﻞﻌِﻔﻟا ﻒُ ﯾﺮﺼَـﺗ
The following verb is conjugated to present tense for singular pronouns:
to like, desire, love, want ﺐﱡ ﺣِ ُ أ
ﻲَ ھ ﻮَ ھ ﺖِ ﻧأ ﺖَ ﻧأ ﺎﻧأ

ﺐﱡ ﺤِ ُـﺗ ﺐﱡ ﺤِ ُﯾ ﻦَ ﱢﯿﺒﺤِ ُـﺗ ﺐﱡ ﺤِ ُـﺗ ﺐﱡ ﺣِ ُ أ
Drill # 1 لوﱠ ﻷا ﻦُ ﯾﺮﻤﺘﻟا

Use the words in the vocabulary list in meaningful sentences.
:ﻲﻧﺎﺜﻟا ﻦُ ﯾﺮﻤﺘﻟا
Drill # 2:
Please choose the correct options:
...... ٌ ﺬﯾﺬَـﻟ ﻲﱡ ﺑﺮﻌَ ﻟا ﻞُ ﮐﻷأ .1

One of the following words cannot be used to fill in the blank. Which?

ًﺎ ﺒﺣﺮﻣَ .ت ًاﺪﱠ ِـﺟ .ب ًﺎﻀﯾأ .أ

.2
One of the following sentences is not grammatically correct. Which?
ً
.ﺎﻌﺒَـط ٌ ﺬﯾﺬَـﻟ ﻲﱡ ﺑﺮﻌﻟا ﻞُ ﮐﻷأ .أ
ً
.ٌ ﺬﯾﺬَـﻟ ﻲﱡ ﺑﺮﻌﻟا ﺎﻌﺒَـط ﻞُ ﮐﻷأ .ب
. ٌ ﺬﯾﺬَـﻟ ﻲﱡ ﺑﺮﻌﻟا ﻞُ ﮐﻷأ ًﺎﻌﺒَـط .ت

ﻢ ُ ﻌَ ْ ـﻄﻤَ ﻟا .................. .3

Which of the following words cannot be used to fill in the blank?
ﻦ ْ ﻣِ .ت ﻦَ ﯾأ .ب اﺬَھ .أ

.4
Which of the following is a phrase?

رٌ ﻮﮭﺸﻣَ ﻢُ ﻌَ ﻄﻤَ ﻟأ .ت ٌ ﺬﯾﺬُـﻟ ﻞُ ﮐﻻأ .ب ﻒُ ِﻠَـﺘﺨﻤُ ﻟا ﻞُ ﮐﻷأ .أ

.ٍ رﻮﮭﺸﻣَ ٍ ﻢﻌَ ْ ـﻄﻣَ ﻲﻓ ٌ خﺎﱠﺒط ﻮَ ھ .5
The best translation for this sentence is:
a. He is a famous cook in a restaurant.
b. He is a famous cook in the restaurant.
c. He is a cook in a famous restaurant

ﺔِ ﻣَ ﻼﺴﱠ ﻟا ﻊَ ﻣَ .6
This is the proper response to: