الجليس al-Jaleys: A Proficiency Based Book For Teaching and Learning Arabic Language and Culture. Part 2

241 Pages·2016·4.36 MB·English

by  Jiyad Mohammed.

To Harry Barnes, Jr. who believes that

A different language

is a different

vision of life.

ب ُ ﺎﺘﻛِ ِ نﺎﻣﺰﱠ ﻟا ﻲﻓ ٍ ﺲﯿﻠﺟَ ﺮُ ﯿﺧو ٍ ﺢﺑﺎﺳ جُ ﺮﺳ ﻰﻧﺪﱡ ﻟا ﻲﻓ ٍ نﺎﻜﻣ ﺰﱡ ﻋأ

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2
CONTENTS

Introduction 2
Unit 1, In a Restaurant 6
Unit 2, A Telephone Call 27
Unit 3, Renting an Apartment 48
Unit 4, Chatting with a Jordanian Friend 68
Unit 5, Shopping in Damascus 91
Unit 6, Readings from the Arabic Press 115
Unit 7, Talking about One's Hobbies 141
Unit 8, Memories from Baghdad 165
Unit 9, The Colored Picture 189
Unit 10, The Marvel Detergent 215
3
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:

4
(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.

M. M. Jiyad
January 1997
Revised in 2008

5
(1) ﻢﻗر ةﺪﺣﻮﻟأ
Unit # 1
Wahid has been studying Arabic in Yemen for a year. He invited two of his friends
for lunch in a newly opened restaurant in San’a. One of those two friends was a
pain in the neck!

.یدﱠ ﻐََﺗ ﻧ َ نْأ دُﯾر ُﻧو ٌﺔﺛﻼﺛ نُ ﺣْ ﻧ :(نوﺳرﺟﻠﻟ) دﯾﺣو
.◌ ًًﻼﻬ ْ ﺳَ و ًﻼ ﻫْ أ :نوﺳرﺟﻟا
ﱠ
.ﻲﺿﺎﻣﻟا عوﺑ ﺳْ ُ ﻷا ﻲﻓ ﺎﻧﻫُ تُ ﻠﮐ َأ ؟ﻲﻧرُﮐ ذَ ﺗَ ﺗ لْ ﻫَ :دﯾﻌﺳ
. مٍوﯾَ لﱠ ﮐُ ﺎﻧﻫ نَوﻠﮐﺄﯾ نَورﯾﺛﮐ سٌ ﺎﻧ ! ذُﺎﺗﺳأ ﺎﯾ فٌ ﺳآ :نوﺳرﺟﻟا
...... لِﮐﻷا نﻋ كﻌﻣ تﯾﮑﺣ ؟ﻲﻧ ﺗﯾﺳﻧ فﯾﮐ :دﯾﻌﺳ
ْ َ َ َ َ ُ َ َ َ َ
!دﯾﻌﺳ ﺎﯾ ﺎﻧأدﺑ :لﺎﻣﺟ
َ
. مﱟﺎﻋ لٍ ﮑْ ﺷَ ِﺑ مِﻌَطﻣَﻟاو رِﺎﻌ ﺳْ ﻷاو :دﯾﻌﺳ
6
.ءِﺎﯾﺷﻷا ﻩِذ ﻫ ن ﻋ نوﻟﺄﺳﯾ نِِﺋﺎﺑزﱠﻟا لﱡ ◌ک :نوﺳرﺟﻟا
َ ْ َ َ َ ُ ُ
!كَ ِﻠﺿ ْ ﻓ نْ ﻣِ ،كِ ﺎ ﺑﱠ ﺷﱡ ﻟا نْ ﻣِ ًﺔﺑ َﯾرﻗ ًﺔ ﻟو ِﺎط ﺎﻧطِ ﻋإ :دﯾﺣو
!ﺎﻧﻫ اوﻠﺿﱠ ﻔ ﺗ :نوﺳرﺟﻟا
ُ َ
ِ
؟یرﺧأ ٌﺔﻟوﺎط كَ دَﻧﻋ لْ ﻫَ :دﯾﻌﺳ
.كِ ﺎﺑﱠﺷ ﱡ ﻟا نﻋ ةدﯾﻌ ﺑ ﺎﻬﱠﻧﮑﻟو ،يد ﻧﻋِ :نوﺳرﺟﻟا
ْ َ ٌ َ ْ
ِ
.ٌةزﺎﺗﻣﻣُ ٌﺔﻟوﺎط ﻩذﻫ ،بْ ﯾﱢ َط ،بْ ﯾﱢَط :لﺎﻣﺟ
.قِ ﯾر ﱠطﻟا ﯽﻠﻋ ُﺔ َﻟوﺎ ﱠطﻟا ﻩِذِﻫ !ٌةزَ ﺎﺗﻣﻣُ :دﯾﻌﺳ
!ل ﺟر ﺎﯾ أْدﻫإ :لﺎﻣﺟ
ُ ُ َ
.قِ ﯾرط ﱠ ﻟا ﯽﻠﻋ سَ ُﻠ ﺟْ أ نْ أ بﱡ ﺣِ أ ﻻ ،ﺔٍﺣ َ را ﺻَ ِ ﺑ :دﯾﻌﺳ
؟مَوﯾَﻟا كَ ◌ِبِ اذﺎﻣ :لﺎﻣﺟ
.ﻊ ٍﻧﺎﻣ يﱡ أ يدﻧﻋِ سَ ﯾﻟ .ﺔٍَ ﻟو ِﺎط َﺔﯾﱠأ اورﺎﺗ ﺧْ إ اوﻠﺿﱠ ﻔَ ﺗ ، ُذﺎﺗﺳأ ﺎﯾ :نوﺳرﺟﻟا
.ﺎﻧُﻫ سُ ِﻠﺟ ﻧَ ﺎﻧوﻋدَ .ُﺔﻋَ ﺎﻣﺟَ ﺎﯾ اوﻠﺿﱠ ﻔَﺗ :دﯾﺣو
ِ ِ ِ ﱠ ِ ِ
!كَ ﻠ ﺿْ َ ﻓ نْ ﻣ مﺎﻌ طﻟا َﺔﻣَﺋ ﺎﻗ تﺎﻫ ،لٌوﻘﻌﻣَ :لﺎﻣﺟ
.مِﺎﻌ ﱠطﻟا ُﺔﻣَﺋﺎﻗ ﻩِذِﻫَ اوﻠﺿﱠ ﻔَﺗ :نوﺳرﺟﻟا
!ًادرِﺎﺑ ءً ﺎﻣ ﺎﻧﻟ رَﺿِ ﺣُ ﺗ نْ أ ﺢُ ﻣَﺳْ َﺗأ :دﯾﻌﺳ
!كﯾد ِﻟاو ﷲا مﺣِر ،درِﺎﺑ ءﺎﻣ ، مﻌ ﻧ :لﺎﻣﺟ
َ َ ُ َ َ ٌ ٌ َْ َ
. ذُﺎﺗﺳأ ﺎﯾ لْ ﺿﱠ ﻔَ ﺗ .(ءَ ﺎﻣﻟا رُﺿِ ﺣُﯾ) كَر ﻣْأ تَ ﺣَ ﺗ :نوﺳرﺟﻟا
.مِو ﯾَﻟا نَ ﺣ ْ ﺻَ بَ ُﻠ طْ أ نْ أ بﱡ ﺣِ أ ﺎﻧأ ،ٌﻊِﺋرا :لﺎﻣﺟ
.ﻲﱞ ﺷ ﺣْ ﻣَ جٌ ﺎﺟدَ مِوﯾﻟا نُ ﺣْ ﺻَ :نوﺳرﺟﻟا
؟ُﺔ َط َ ﻠﺳﱠ ﻟاو :لﺎﻣﺟ
.نِﺑَﱠ ﻠﻟﺎﺑ رٌﺎﯾﺧِ وأ مُطِ ﺎﻣَط و سﱞ ﺧَ :نوﺳرﺟﻟا
7
ِ ِ
؟رَ ﺧَ آ عٍوﻧ َ نْ ﻣ ٌﺔَطَﻠﺳَ مﮐُ دَﻧﻋ :لﺎﻣﺟ
.ن ٍوﺗﯾزَو لٍﺻَ ﺑَو مَطِ ﺎﻣَط ُ ﺔَطَﻠﺳَ ًﺎﺿﯾأ ﺎﻧدَﻧﻋِ :نوﺳرﺟﻟا
.نِﺑَﱠﻠ ﻟﺎِ ﺑ رٍﺎﯾﺧِ َﺔَطَﻠﺳَ و ًﺎﯾﱠﺷ ﺣْ ﻣَ ًﺎﺟﺎﺟ دَ ﻲﻟ تِ ﺎﻫ :لﺎﻣﺟ
؟بَ رَ ﺷْ َ ﺗ نْ أ بﱡ ﺣِ ُﺗ اذﺎﻣ :نوﺳرﺟﻟا
. لٍﺎﻘﺗ ر ﺑ رﯾﺻ ﻋ ﻲﻟ تِ ﺎﻫ :لﺎﻣﺟ
ُ ُْ َ َ َ
؟لَ ﮐُﺄﺗ نْ أ بﱡ ﺣِ ُﺗ اذﺎﻣ ، ذُﺎﺗﺳأ ﺎﯾ تَ ﻧأو .رْﺿِ ﺎﺣ :نوﺳرﺟﻟا
.ةٍرﱠﻣَ رِﺧِ آ لَ ﺛﻣِ ،ﻲﱟ ﺷ ﺣْ ﻣَ بٍ ﻧ َﻋِ قَرَوَو ً ﺔﯾﱠﺷﺣﻣَ ًﺔﺳَ وﮐ بﱡ ﺣِ أ :دﯾﻌﺳ
!ةٍرﱠﻣ رﺧِ آ ر ﮐﱠذﺗﯾ نأ ﻩدﯾرﺗ :لﺎﻣﺟ
َ َ َ ََ ْ ُ ُ
!كَ ﻧ ْﻋَ ﯽﺿرَﯾ ُﷲا ،لﺎﻣﺟ َ ﺎﯾ تْ ﮑُ ﺳإ :دﯾﺣو
دﯾﻌﺳ قُ ِﻠَ ﺗ ﺧْ ﯾَ ًﺎﻌ ﻣَ ﺎﻧﺟَرَﺧَ ﺎﻣ◌ َلﱠ ﮐُ .غِرﺎﻔﻟا مِﻼﮑ َ ﻟا اذﻫ نْ ﻣِ تُ ﺑﻌَِ ﺗ ﺎﻧأ ، ُﺔﻘﯾﻘﺣﻟأ :لﺎﻣﺟ
.ﺔَِﻔ ﯾﺧﺳﱠ ﻟا ﻊِﯾﺿاوﻣَﻟاو صِ ﺻَ َ ﻘﻟا ﻩِذﻫ لَ ﺛﻣِ
!ةوﺧإ ﺎﻧﻧ ﱠإ سﻧﺗ ﻻ !لﺎﻣﺟ ﺎﯾ ،كِﻠﻬﻣ ﯽﻠﻋ ،ك ِﻠﻬﻣ ﯽﻠﻋ :دﯾﺣو
ٌَ َ َْ َ َ َ َ
مَ ﻌْ ِﻧو ُﷲا ﻲَ ﺑﺳ ﺣَ ! دٌود ﺣُ رِﺑﺻﱠ ﻠِﻟ نْ ﮑﻟو ،ﻲﺳرا ﯽﻠﻋو ﻲﻧﯾﻋَ ﯽﻠﻋ ،ُةوﱠﺧﻷا :لﺎﻣﺟ
!لُ ﯾﮐوﻟا
ِ ِ
.ًﺎﺿﯾأ سطﺎطﺑ ﻲﻟ تﺎﻫ :دﯾﻌﺳ
َ َ
؟ً ﺔﯾﱠوﺷﻣَ وأ ًﺔﯾﱠﻠﻘﻣَ ،سَ طِ ﺎطﺑَﻟا بﱡ ﺣِ ُﺗ فَ ﯾﮐَ :نوﺳرﺟﻟا
.ءﺎﺟر ،ً ﺔﯾﱠﻠﻘﻣ :دﯾﻌﺳ
ً َ َ
؟بﱡ ﺣِ ُ ﺗ ﺔٍطَ َﻠﺳَ َﺔﯾﱠأ :نوﺳرﺟﻟا
؟جٌزِﺎط نٌﺑََ ﻟ مﮐُ دَﻧﻋِ لْ ﻫَ :دﯾﻌﺳ
ِ ِ
.كَ ﻟذ دُﻘَ ﺗﻋأ :نوﺳرﺟﻟا
!ءﺎﺟر ،ًﺎﺟزِﺎط َﺎﻧﺑَ ﻟ ﻲﻟ تِ ﺎﻫ :دﯾﻌﺳ
ً َ َ
8
؟برﺷﺗ نأ بﱡ ﺣِ ﺗ اذﺎﻣ :نوﺳرﺟﻟا
َ َ َ ْ ُ
ِ
؟ضُ ﯾ ﺑْأ ذٌﯾﺑ ﻧَ م ﮐُ دَ ﻧْ ﻋ لْ ﻫَ :دﯾﻌﺳ
ِ
.رُﻣ ﺣْ أو ضُ ﯾ ﺑْأ ذ ٌﯾﺑﻧ َ ﺎﻧ دَﻧﻋ مْﻌَ ﻧَ :نوﺳرﺟﻟا
!تﺣﻣﺳ وﻟ ،ضﯾ ﺑأ ذٌﯾﺑﻧ :دﯾﻌﺳ
َ ََ ُ ْ َ
؟لَ ﮐُ ﺄﺗ نأ بﱡ ﺣِ ُﺗ اذﺎﻣ ، ذُﺎﺗﺳأ ﺎﯾ تَ ﻧأو !رْﺿِ ﺎﺣ :نوﺳرﺟﻟا
.ً ﺔ طَ َﻠﺳو ًﺎﯾﱠو ﺷﻣ ًﺎﮑﻣﺳ ﻲﻟ تِ ﺎﻫ :دﯾﺣو
َ َ ََ
ِ ِ
؟لُ ﺿﱢ ﻔُ ﺗ ﺔطﻠﺳﱠ ﻟا نْ ﻣ عٍو ﻧَ يﱠ أ :نوﺳرﺟﻟا
.ن ٍوﺗﯾز َو لٍﺻَ ﺑَو مَطِ ﺎﻣَط َ ﺔَطَﻠﺳَ :دﯾﺣو
؟بَ رَ ﺷْ َ ﺗ نْ أ بﱡ ﺣِ ُﺗ اذﺎﻣ :نوﺳرﺟﻟا
!كَ ِﻠ ﺿْ َﻓ نْ ﻣِ ،ٌةدَرﺎﺑ ٌةرﯾﺑ .ًﺔﻘﯾﻗد رُﮑﱢ َ ﻓُأ ﻲﻧ ﻋْ دَ :دﯾﺣو
ِ
؟رَﺧَ آ ًﺎﺋﯾﺷ بُ ُ ﻠطَ ﺗ لْ ﻫَ .رْﺿﺎﺣ :نوﺳرﺟﻟا
.ًﺎﺻﻣﱢﺣِو ً ﺔَﻟوﺑ ﱡﺗ ﺎﻧﻟ تِ ﺎﻫ :دﯾﺣو
ِ
!رﺿﺎﺣ :نوﺳرﺟﻟا
ْ
.َ ﺔﺛِﻟﺎﱠ ﺛﻟا َ ﺔﻋَ ﺎﺳﱠ ﻟا دٌﻋِوﻣ ﺎﻧدﻧﻋِ ؟ تِ ﺎﺑﻠ طﱠ ﻟﺎﺑ لَ ﺟﱢ ﻌُﺗ نْ أ نُ ﮑِ ﻣُﯾ لْ ﻫَ :دﯾﺣو
.ﺔٍﻋَ ﺎﺳ ثِ ﻠُ ﺛ نْ ﻣِ لﱠ ﻗﺄﺑ زًا ﻫِ ﺎﺟ نُوﮑﯾﺳَ ءٍﻲﺷَ لﱡ ﮐُ :نوﺳرﺟﻟا
(ءﺎﻗدﺻﻷا ثدﱠﺣﺗ ﯾ ﺎﻣﻧﯾﺑ تِ ﺎﺑﻠ ﱠطﻟا رِﺎظﺣﻹ نوﺳرﺟﻟا بﻫذﯾ)
ُ ُ َ ُ
(The waiter goes to bring the orders while they talk)
.ﺔِﻌَﯾرﺳﱠ ﻟا ةِز َﺎﺗ ﻣْ ◌ْمُﻟا ﺔِﻣَ دْﺧِ ﻟﺎﺑ فٌ ورﻌ ْ ﻣَ مُﻌَ طْ ﻣَﻟا اذﻫ ،ةٍرَﮑﻓِ ﯽﻠﻋ :لﺎﻣﺟ
ِ
.ٌةز َﺎﺗ ﻣْﻣُ ُﺔﻣَدﺧﻟاو ذٌﯾذﻟ لُ ﮐﻷأ .ﺢٌ ﯾﺣﺻَ اذﻫ :دﯾﻌﺳ
ِ ِ ِ
.ٌةدَﺣاو ٌﺔ ﻠﮑ ﺷْ ﻣُ مﻫُ دَﻧﻋ :لﺎﻣﺟ
ِ ِ
؟ُﺔ َﻠ ﮑ ﺷْ ﻣَﻟا ﻩذ ﻫَ ﻲَ ﻫ ﺎﻣ :دﯾﻌﺳ
9
!نِﺋﺎﺑزﱡﻟا نورﮐ ﱠذﺗﯾ ﻻ (رًا ﺧِ ﺎﺳ) :لﺎﻣﺟ
َ َ َ
!ك ﻧﱠﻋَ ﯽﺿرﯾَ ُﷲأ !لﺎﻣﺟ ﺎﯾ تْ ﮑُ ﺳْ ُ أ :دﯾﺣو
.ﺔِﻧ ﯾد ﻣﻟا مﻋِ ﺎطﻣ نِ ﺳ ﺣأ نﻣِ مﻌطﻣﻟا اذﻫ نﱠإ ،ﻊِﻗاوﻟا ﻲﻓ :لﺎﻣﺟ
َ َ َ َ ْ ْ ََ
.ﻪِﯾﻟإ م ﮑُ ُﺗوﻋد بِ ﺑَﺳﱠ ﻟا اذﻬﻟ :دﯾﺣو
!دﯾﺣو ﺎﯾ ، زٍﺎﺗﻣ ْﻣُ ٍقو ذَ بُ ﺣِ ﺎﺻو مٌﯾرﮐَ تَ ﻧأ :دﯾﻌﺳ
.ةِدَﯾﱢﺟَ ﻟا تِ ﱠﻼ ﺣ َ ﻣَﻟا لﱠ ﮐُ فُ رﻌﯾَ دﯾﺣو :لﺎﻣﺟ
!ﻲﻧوﻣُ ﺗﻠﺟﱠ ﺧَ ،سُ ﺎﻧ ﺎﯾ ﯽﻔ ﮐَ :دﯾﺣو
ِ ﱠ
(ﺔﻟوﺎ طﻟا ﯽﻟإ نوﺳرﺟﻟا دوﻌﯾ)
ُ
. لِﺎﻘﺗرُﺑﻟا رُﯾﺻﻋَو ُةرَﯾﺑﻟاو ذُﯾﺑﻧﱠﻟا وﻫ اذﻫ اوﻠﺿﱠ ﻔَﺗ :نوﺳرﺟﻟا
!م ْﮑ ُ ِﺗﺣﱠ ﺻِ ﻲﻓ !ﺔَِﻗادﺻﱠ ﻟا بَ ﺧْ ﻧَ بُ رَﺷْ ﻧَ ﺎﻧوﻋدَ ،ﷲا ﺎﯾ :دﯾﺣو
!كَ ِﺗﺣﱠ ﺻِ ﻲﻓ :دﯾﻌﺳو لﺎﻣﺟ

Questions about the Text . صﱢ ﻧﱠﻟا نْ ﻋَ ﺔٌﻠﺋﺳأ

؟ءٍﻲﺷَ لﱢ ﮐُ لَ ﺑﻗ ًادرِﺎﺑ ءً ﺎﻣ بَ َﻠَط نْﻣَ .1
؟ لِﮐْﻷا نْ ﻋَ نوﺳرﺟﻟا لَ ﺎﻗ اذﺎﻣ .2
؟ مِوﯾﻟا نﺣﺻ نﺎﮐ اذﺎﻣ .3
َ ُ َ َ
؟رًا ﺧِ ﺎﺳ لﺎﻣﺟَ ثَ دﱠﺣَ ﺗ ﺔٍَ ﻠﮑِ ﺷﻣُ ﺔِﯾﱠأ نْ ﻋَ .4
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؟رًاوﻬﺷﻣَ مُﻌَ طْ ﻣَﻟا كَ ﻟ ذَ نَ ﺎﮐ ءﻲﺷَ يﱢ ﺄﺑ .
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؟َةرَﯾﺑﻟا بَ ُ ﻠطْ ﯾَ نْ أ لَ ﺑﻗ دﯾﺣو لَ ﻌَﻓ اذﺎﻣ .
10